TEACH212-21A (TGA)

NZ Curriculum in Action: Health and Physical Education

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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In Health and Physical Education (HPE), the focus is on the wellbeing of students, others and of society through learning in health-related and movement contexts. In learning to teach Health and Physical Education, students are challenged to move beyond traditional understandings of HPE in schools to develop the skills and knowledge to reimagine HPE. Students examine how planning for learning and effectively managing the learning environment, supports the development of inclusive HPE learning opportunities that meet the diverse needs of all learners. The aim of the paper is that students will be able to plan and implement HPE learning opportunities that support learners to be more confident and comfortable in their own bodies, to build strong interpersonal skills, and to think and take critical action to promote healthy opportunities and environments.

This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education graduate profile and academic rationale and goals, particularly those that relate to the purposes, principles, practices and issues related to HPE. This paper also allows you to develop your professional knowledge, practice, values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific links to the Standards for the Teaching Profession include those related to professional learning, professional relationships, Te Tiriti o Waitangi partnership, learning-focused culture, design for learning and teaching. Links to Tātaiako include through Tangata whenuatanga, Manaakitanga, Wānanga, Whanaungatanga and Ako.

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Paper Structure

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This paper is taught over a 12 week semester through lectures (one x 2 hour lecture each week), face-to-face tutorials/workshops (one x 2 hour each week) with some supporting tasks also presented online. Your attendance and active engagement in all of these is a requirement for the paper.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • 1. demonstrate a working knowledge of the health and physical education learning area as detailed in national curriculum policy (MOE, 1999; 2007; 2008);
    Linked to the following assessments:
  • 2. identify pedagogical practices in health and physical education that are inclusive of and responsive to the needs of diverse learners;
    Linked to the following assessments:
  • 3. plan and teach health and physical education in ways that promote learning and engagement of diverse students;
    Linked to the following assessments:
  • 4. demonstrate understanding of the teacher's role and the place of critical reflection in professional learning.
    Linked to the following assessments:
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Assessment

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This paper is fully internally assessed. There are three assessments designed to act as evidence of your learning in this paper. It's recommended that you enter these into your diary and plan ahead for their completion and submission.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Reflective discussion on Health and Physical Education (30%)
31 Mar 2021
11:30 PM
30
  • Online: Submit through Moodle
2. Case study -Assessing students' learning needs and planning in HPE
5 May 2021
11:30 PM
30
  • Online: Submit through Moodle
3. Planning, teaching and reflecting on HPE (Part 1 & 2) (40%)
10 Jun 2021
11:30 PM
40
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The required readings for the paper are available on Talis at

https://rl.talis.com/3/waikato/lists/1BED2718-2A3B-4768-F578-0B9216065FC1.html?lang=en-US&login=1

This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

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Online Support

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Further details of weekly online learning tasks will be available through Moodle.

There are some very useful online resources aimed at helping you achieve at Student Learning: http://www.waikato.ac.nz/students/student­learning/ There are also some very helpful and simple videos on how to use the library more effectively on the Virtual Reference Desk in Moodle, and on the front of the library web page.

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Workload

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This is a level two 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours.

The paper involves 48 hours of face to face classes across the semester. The remaining hours accumulated at different times across the whole semester will be used for completing readings, class preparation and assignments.

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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme including TEACH102.

Corequisite(s)

Equivalent(s)

Restriction(s)

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