TEACH212-21B (HAM)

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.
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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 you to develop the skills, attributes, and knowledge related to the University of Waikato, School 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 trimester through one 2 hour lecture each week and one 2 hour face-to-face tutorial/workshops each week with some supporting tasks also presented online.

The lectures and face-to-face tutorials/workshops begin in week 1 of the paper. Time in face-to-face workshops over the trimester is allocated to the experiential examination of practical components of HPE as well as further discussion of key ideas from classes and assignments. Your attendance and active engagement in all of these is a requirement of the paper. Students are expected to be punctual to all classes and uphold safety and health requirements for practical workshops in relation to clothing and footwear and informing your lecturer of any current medical conditions that mat affect participation in practical activities.

Professional Requirements

  1. On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that you are a person:

    • of good character

    • are fit to be a teacher

    • have met the Standards for the teaching profession.

      A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher.

      These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession.

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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%)
11 Aug 2021
11:30 PM
30
  • Online: Submit through Moodle
2. Case study -Assessing students' learning needs and planning in HPE
8 Sep 2021
11:30 PM
30
  • Online: Submit through Moodle
3. Planning, teaching and reflecting on HPE (Part 1 & 2) (40%)
15 Oct 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 Readings 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 any weekly online learning tasks that you need to complete before class will be advised through Moodle.

PLEASE NOTE: Moodle is also used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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 paper is a 15 point paper. University regulations stipulate an expected total student workload of 150 hours . This time includes 48 hours of face to face classes, approximately 2 hours of teaching HPE in the school environment.The remaining hours, accumulated at different times across the whole trimester, are to be used for completing readings, preparing for class/online tasks and assignments.
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Linkages to Other Papers

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