TECP222-16YC2 (C) Year C Second Half 2016

Health and Physical Education Curriculum

15 points

Details:
Start Date: Monday, 18 July 2016
End Date: Sunday, 13 November 2016
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 29 July 2016
  • Without academic penalty (including no fee refund): Friday, 14 October 2016

Description

This course provides pre-service teachers with an introduction to the theory, and pedagogy of teaching Health and Physical Education in the New Zealand primary school context. The course develops the knowledge, skills and attitudes needed to successfully plan, teach and evaluate the Health and Physical Education learning area in the New Zealand Curriculum (2007). The course also aims to prepare students for further study in higher-level course and will complement learning in other courses in the Bachelor of Teaching and Learning (Primary) including Professional Practice.

The goal of this course is to ensure that graduates from the BTchLn (Primary) build the required knowledge, skills and attitudes in Health and Physical Education curriculum that will enable them to be confident, effective and critically reflective beginning teachers., who will gain provisional teacher registration.  Students in the course will develop both personal and professional literacy in each of these disciplines, and learn how the vision, principles, values and key competencies in the New Zealand Curriculum are fostered within the Health and Physical Education essential learning area.

This is a compulsory course that will introduce students to Health and Physical Education, one of the eight essential learning areas of the New Zealand Curriculum (2007). In particular, this course will assist students to understand the importance of Health and Physical Education and prepare them to teach this learning area in primary school settings. They will  develop their understanding of curriculum concepts, teaching approaches and the content of current Health and Physical Education curriculum.

NZTC GRADUATING TEACHER STANDARDS DIRECTLY TAUGHT IN THIS COURSE:
1a. have content knowledge appropriate to the learners and learning areas of their programme.
1b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme
1c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand.
2d. know how to select curriculum content appropriate to the learners and the learning context
3b. have knowledge of tikanga and te reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand.
4a. draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating
4b. use and sequence a range of learning experiences to influence and promote learner achievement
4c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity
4d. demonstrate proficiency in oral and written language (Māori and/or English), in numeracy and in ICT relevant to their professional role.
4f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.
5a. systematically and critically engage with evidence to reflect on and refine their practice.
5b. gather, analyse and use assessment information to improve learning and inform planning
6d. promote a learning culture which engages diverse learners effectively
7c. work co-operatively with those who share responsibility for the learning and wellbeing of learners

Learning Outcomes

LEARNING OUTCOMES:
On the successful completion of this course, students will be able to:
1. Demonstrate a critical understanding of the content knowledge and philosophy of Health and Physical Education, including hauora, inclusiveness and a bicultural understanding.
2. Critique quality teaching of Health and Physical Education based on current research, and consider issues and influences that might impact on learning in this learning area.
3. Plan for quality learning experiences and justify the use of selected agencies and resources for Health and Physical Education.
4. Develop and articulate specific knowledge and demonstrate appropriate skills and attitudes for effective teaching in Health and Physical Education.

Course Coordinator

Jackie Cowan

Lecturer

Raesha Ismail

Assessment

Assessment Due Date Percentage  Description
Online Test 40% Multi-choice questions relating to the Health and Physical Education Learning Area. Test Part A to be held on Thursday 11th August. Test Part B to held on Thursday 25th October.
Best Practice in Action 14 Oct 2016 60% This assignment requires students to reflect on the nature of wellbeing and how to promote through utilising research, curriculum guidelines and relevant pedagogical practices

Textbooks / Resources

Recommended Reading

Bar-On, Reuven , Maree, Kobus, Elias, Maurice J; Educating people to be emotionally intelligent ; Praeger Publishers, 2007 (HEALTH).

Elias, Maurice J. , Arnold, Harriett; The educator's guide to emotional intelligence and academic achievement : social-emotional learning in the classroom ; Corwin Press, 2006 (HEALTH).

Goleman, Daniel; Emotional intelligence : why it can matter more than IQ ; Bloomsbury, 1996 (HEALTH).

Graham, George , Holt/Hale, Shirley Ann., Parker, Melissa; Children moving : a reflective approach to teaching physical education ; 7th ed; McGraw-Hill, 2007 (PHYSICAL EDUCATION).

Mosston, Muska. , Ashworth, Sara; Teaching physical education ; 5th ed; B. Cummings, 2002 (PHYSICAL EDUCATION).

New Zealand; Change, loss and grief : mental health : Years 1-8 : key area of learning, mental health ; Learning Media, 2000 (HEALTH).

New Zealand; Creating a positive classroom community : relationships, years 4-6 : key area of learning, mental health ; Learning Media, 1999 (HEALTH).

New Zealand; Olympism : attitudes and values in physical education : sport studies, years 5-7 : key area of learning, sports studies ; Learning Media, 2004 (PHYSICAL EDUCATION).

New Zealand; Working together, you and your child's school : information for parents and whanau about Better relationships for better learning ; Published for the Ministry of Education by Learning Media, 2000 (HEALTH).

SPARC (Organization : N.Z.); Developing fundamental movement skills : manual ; SPARC, 2007 (PHYSICAL EDUCATION).

Tinning, Richard; Pedagogy and human movement : theory, practice, research ; Routledge, 2010 (PHYSICAL EDUCATION).

Tinning, Richard. , Kirk, David, Evans, John Robert; Learning to teach physical education ; Prentice Hall, 1993 (PHYSICAL EDUCATION).

REQUIRED READING:


(NB - Required readings will be on Learn or will be available in the library.
)

Brooks, R. (2003). Self Worth, resilience and hope: The search for islands of competence. Retrieved from http://www.drrobertbrooks.com  - HEALTH

Culpan, I. (2008). Physical Education and the New Zealand Curriculum: Maximising the opportunity. Journal of Physical Education New Zealand: Te Kotuku Rerenga, 41, 3, 51-61.- PHYSICAL EDUCATION

Cushman, P (2008). Health promoting schools: a New Zealand perspective. Pastoral Care in Education, 26(4), 231-241. – PE/HEALTH

Hellison, D. R. & Templin, T.T. (1991). A reflective approach to teaching physical education. 
Champaign: Human Kinetics. (Chapt 4) - PHYSICAL EDUCATION.

Metzler, Michael W; Instructional models for physical education; 3rd ed; Holcomb Hathaway, Publishers, 2011.



Sinkinson, M. (1997). Future changes and new directions in health education. Unpublished paper from the New Zealand Conference on Health and Physical Education, Auckland. – HEALTH

The Kids Help Foundation Trusy, (2009). Statistical summary 2008. Profile of calls and callers. Auckland: Barnadoes. - HEALTH





Recommended Reading Physical Education:
Burrows, (2005, June). Proposed key competencies and health and physical education in the New Zealand Curriculum. Paper prepared for the Ministry of Education's New Zealand Curriculum Maratuanga Project. - PHYSICAL EDUCATION

Corbin, C. (2002). Physical activity for everyone: What every physical educator should know about promoting lifelong physical activity. Journal of Teaching in Physical Education. 21, 88-102. - PHYSICAL EDUCATION

Culpan, I & Bruce, J. (2007). New Zealand Physical Education and Critical Pedagogy: Refocusing the Curriculum. International Journal of Sport & Health Sciences. Vol. 5, 1-11. - PHYSICAL EDUCATION



Gatman, V. (2005). Physical Activity and physical education within health and physical education in the New Zealand curriculum. (A primary teachers perspective). Auckland. University of Auckland. - PHYSICAL EDUCATION.

Graham, George , Holt/Hale, Shirley Ann., Parker, Melissa; Children moving : a reflective approach to teaching physical education; 7th ed; McGraw-Hill, 2007 (PHYSICAL EDUCATION).


Kirk, D., & Macphail, A. (2002). Teaching games for understanding and situated learning, Rethinking the Bunker-Thorpe model. Journal of Teaching Physical Education. Winter. 16-18. - PHYSICAL EDUCATION.

Mosston, Muska. , Ashworth, Sara; Teaching physical education; 5th ed; B. Cummings, 2002 (PHYSICAL EDUCATION).

Ministry of Education. (2005). Evaluation of the Pilot Primary Schools physical Activity Project. Final Report. Wellington - PHYSICAL EDUCATION.

New Zealand; Creating a positive classroom community : relationships, years 4-6 : key area of learning, mental health; Learning Media, 1999 (PE/HEALTH).

New Zealand; Olympism : attitudes and values in physical education : sport studies, years 5-7 : key area of learning, sports studies; Learning Media, 2004 (PHYSICAL EDUCATION).



Sport and Recreation New Zealand. (2006) Active Schools Tool Kit Wellington. SPARC. - PHYSICAL EDUCATION.

Tinning, Richard; Pedagogy and human movement : theory, practice, research; Routledge, 2010 (PHYSICAL EDUCATION).


Recommended Reading Health Education:

Campbell, M., Butler, D., & Kift, S. (2008*). A School's duty to provide a safe learning environment: Does this include cyberbulling? Australia and New Zealand Journal of Law and Education, 13(2), 21-32. - HEALTH



Ministry of Health. (2008). A portrait of health. Key results of the 2006/2007 New Zealand Health Survey. Wellington, New Zealand: - HEALTH



Rowe, F., Stewart, D., & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Health Education, 107(6), 524-542. - HEALTH



Tasker, G. (1998). Total wellbeing: Health education for the new millennium. SET: Research information for teachers. 1(1). - HEALTH



New Zealand; Change, loss and grief : mental health : Years 1-8 : key area of learning, mental health; Learning Media, 2000 (HEALTH).

New Zealand; Working together, you and your child's school : information for parents and whanau about Better relationships for better learning; Published for the Ministry of Education by Learning Media, 2000 (HEALTH).

World Health Organisation. (1986), The Ottawa Charter for Health Promotion. Ottawa: World Health Organisation. - HEALTH



World Health Organisation. (2006). What is the evidence on school Health promotion in improving health or preventing disease, and specifically, what is the effectiveness of the health promoting schools approach: Geneva: World Health Organisation and Health Evidence Network. - HEALTH



Zins, J., & Elias, M. (2006), Social and emotional learning, in G. Bear and K. Minke (Eds). Children's needs 111. p. 1-13. National Association of School Psychologists.- HEALTH

Notes

All delivery modes will use Learn to support and enhance student learning. Teaching for on-campus students will be lecture, seminar and workshop based with Learn web support. A significant amount of the teaching in the FLO option will be through Learn, supplemented by further electronic and written material. FLO courses will include a compulsory on-site intensive component of a half day (3 hours) for each of the two modules. Students will be encouraged to question, read critically and broadly, and reflect on their own practice in primary schools in the light of ideas and current research considered in their course work.

Course Content:
1. Pedagogical practice – learning, teaching methods (including digital technologies) and models appropriate to Health and Physical Education.
2. Planning for effective Health and Physical Education school programmes.
3. Literature and resource awareness, including curriculum documents and guidelines.
4. Current research and issues that inform health and physical education teaching and learning in NZ.
5. Health and Physical Education curriculum learning contexts.

Additional Course Outline Information

Academic integrity

All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations. Work submitted may be analysed by the software Turnitin, to check for plagiarism. Where there is evidence that cheating or plagiarism has occurred students will be awarded an X grade and the matter will be referred to the year level coordinator, and/or the Head of the School of Teacher Education.

Assessment and grading system

Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines.

Grading Scale
Grade    GPA Value        Marks

A+              9            90 – 100
A                8            85 – 89.99
A-               7            80 – 84.99
B+              6            75 – 79.99
B                5            70 – 74.99
B-               4            65 – 69.99
C+              3            60 – 64.99
C                2            55 – 59.99
C-               1            50 – 54.99
D                0            40 – 49.99
E               -1             0 – 39.99

The score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner’s meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.

Attendance

A student seeking credit in any course must attend such lectures, and perform satisfactorily such oral, practical, written and other work as the Head of Department/School concerned may require.’
(University of Canterbury Calendar 2014, p.43)
Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities in order to meet the learning outcomes of the course. Students are expected to notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).

Students with less than 80% attendance are at-risk of not meeting the criteria for seeking credit in the course. The course lecturer may require evidence that they have actively engaged with the content and activities of the missed sessions.

Attendance evidence
FLO students – attendance and active participation at On-site Intensives and Adobe Connect (webinar) sessions, accessing of ECHO360 lecture recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.
On Campus students –attendance and active participation at lectures, workshops, labs and/or Adobe Connect (webinar) sessions, accessing of ECHO360 recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.

Evaluation

Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to staff about the relevance and validity of what has been learned as well as the quality of course delivery.

Grade moderation

The courses will be internally moderated in accordance with the processes adopted by the College of Education. An examiners’ meeting will be held at the end of the course to determine the final grades and to ensure fairness and consistency.

Late submission of work

All assignments must be submitted on or before the due date. If an assignment is late (without a prior arranged extension) then it will normally not be marked. However, if the course lecturer is notified within 24 hours of the due date and there is a genuine issue, for which evidence must be given, it may be considered but the assignment grade is usually restricted to a minimum passing grade (50%) for that assessment. If the assessment is late it is automatically excluded from a resubmission opportunity unless there are exceptional circumstances.

Other specific requirements

Tertiary literacy standard

Assignments that do not meet a tertiary literacy standard will be marked but that mark will be sanctioned. The student will be given one opportunity to correct the assignment so that it demonstrates tertiary technical writing skills. These skills include the correct use of spelling (including the appropriate use of macrons when spelling Māori words), sentence structure, punctuation, paragraphing and the appropriate use of APA referencing. The corrected work must be resubmitted within seven calendar days.
Once the work is at an appropriate tertiary literacy standard the sanction on the mark will be removed.

Requests for extensions

Extensions are reserved for exceptional circumstances only and are not granted automatically. The course lecturer responsible for the assessment must be contacted by email a minimum of two working  days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). The student’s course lecturer will then make a recommendation to the course coordinator who will make a final decision. If an extension is granted there will normally be no resubmit given for that assignment. An extension will normally be for no more than two weeks and the date of the extension must be provided to the student in writing.

Extensions will not be granted because of pressure of university study, e.g. several pieces of work being due around the same time. The procedure for extensions is fully outlined in the College of Education Assessment Guidelines.

Resubmissions

The decision to grant a resubmission will be made by the course lecturer in consultation with the course coordinator and will be subject to the student concerned having demonstrated a satisfactory level of course attendance and participation.
Normally a resubmit will only be considered for assignments which meets most of the pass criteria and meets the tertiary literacy standards and which is within the ‘D’ range (40.00 – 49.99%).
Assignments which have been resubmitted are restricted to a minimum passing grade (C- or 50%) for that assessment. Students may only be granted one resubmission per course.
The timeframe for students resubmitting work will normally be no more than two weeks and the date of the resubmission must be provided to the student in writing.

Aegotat considerations

If you are prevented from completing any major item or items of work for assessment in a course, or consider that your performance in any major item or items of work for assessment in a course has been impaired by illness, injury, bereavement or any other critical circumstance you may apply for aegrotat consideration. Aegrotat consideration is available only for major items of work. Major items are examinations, tests and other work worth not less than 10% of the total assessment. Please refer to the UC Policy: (http://www.canterbury.ac.nz/ucpolicy/GetPolicy.aspx?file=aegrotatconsiderationprocedure.pdf)

Aegrotat considerations

Students should refer to Regulation H of the General Course and Examination Regulations: http://www.canterbury.ac.nz/exams/aegrotats.shtml

Where to submit and collect work

Normally, assignments will be submitted and returned via the Learn site. It is the responsibility of the students to check their emails at least twice a week and ensure Internet access and ability to submit their work via the online system is functioning.  Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
It is a student’s responsibility to uplift marked work and feedback in a timely manner. It is strongly recommended that students retain a back-up copy of all submitted work.

Indicative Fees

Domestic fee $717.00

International fee $2,913.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

For further information see School of Health Sciences .

All TECP222 Occurrences

  • TECP222-16YC2 (C) Year C Second Half 2016
  • TECP222-16YC2 (D) Year C Second Half 2016 (Distance)