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

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: kerry.renwick@vu.edu.au Campus: Footscray Park Days and times: By appointment

Teaching team

Ms Jess Bennett Contact email: jessica.bennett@vu.edu.au

Ms Megan Ryan Contact email: megan.ryan@vu.edu.au

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

Learning Outcomes
At the completion of this unit, students should be able to: 1. 2. 3. 4. Evaluate how children learn in diverse ways in health, physical and outdoor education; 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; 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; 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 Locate, critically evaluate, manage and use written, numerical and electronic information Communicate in a variety of contexts and modes Work both autonomously and collaboratively Work in an environmentally, socially and culturally responsible manner Manage learning and career development opportunities 4 4 4 4 4 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.

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.)

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.

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 Outdoor Education Workshop

Online units and LibGuide as directed

Online Content Module 1 Familiarisation with WebCT shell and LibGuide. Online Content Module 2 Big Ideas in Outdoor Education (Part 1) Big Ideas in Outdoor Education (Part 2) Learning about integrated curriculum and inquiry learning

Online units and LibGuide as directed

3/3 Outdoor Education Workshop 10/3 Inquiry-based learning 17/3 Health Workshop: 24/3 Food & nutrition Health Workshop: Sexuality Education Online units and LibGuide as directed Online units and LibGuide as directed Online units and LibGuide as directed Online units and LibGuide as directed

Online Content Module 3

Online Content Module 6a and 6b

Online Content Module 4 Big Ideas in Health (Part 1): Health Promoting Schools Online Content Module 5 Big Ideas in Health (Part 2): Health Promoting Schools Online Content Module 7 Big Ideas in Physical Education (Part 1) 5

31/3

Term 1 Holidays Physical Education Workshop 7 21/4 7/4

Online units and LibGuide as directed

14/4 Good Friday 18/4 21/4 28/4

Physical Education Workshop

Online units and LibGuide as directed

Online Content Module 38 Big Ideas in Physical Education (Part 2)

VU Mid Semester Break Placement Year 4s Classes for Year 2 and 3 s OE Workshop: Assessing & reporting in OE. Seminar Presentations x 3 PE Workshop: Assessing & reporting in PE Placement Year 3s Seminar Presentations x 3 Health Workshop: Assessing & reporting in Health Placement Year 2&3s Seminar Presentations x 3 OE Workshop: Assessing & reporting in OE. Unit review and evaluation. Catch-up week due to public holidays Online units and LibGuide as directed Online units and LibGuide as directed

5/5

12/5

19/5

26/5

Assessment details:
.

Table B

Assessment

Assessment Tasks: Descriptions

Learning Outcomes

Assessment Criteria

Weighting (%)

Due date

1. Assignment

Unit of work: presentation Peer Feedback

1, 2, 3, 4, 5 & 6.

See below and Assessment rubrics for more detail

25% 10%

various various various

2. Assignment

Unit of work: lesson descriptions and commentary Online discussions

1, 2, 3, 4, 5 & 6.

See below and Assessment rubrics for more detail See below and Assessment rubrics for more detail

40%

3. Essay

1, 2, 3, 4 & 5.

25

various

Students must successfully complete all assessment tasks to gain a passing grade in this unit.

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: 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. 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)

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.

*Please note that the words essential question have been used instead of topic. To understand the difference between thes e concepts, students will need to access Murdochs (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 modul e, 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 students work is therefore marked individually and an individual mark will be awarded accordingly.

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 students lecturer. Assessment Criteria: 1. 2. 3. 4. Adequacy of description of unit of work overview and lesson descriptions [should there be a minimum number of lessons?] Clarity of practice explained with explicit reference to the model for inquiry learning provided by Wilson and Murdoch (2004). Relevance and appropriateness of practice theorised to the tasks in the integrated unit of work [double weighted] Ability to follow the referencing guidelines utilising the Harvard Style of referencing and use spelling, grammar and punctuation accurately.

10

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 ones 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 peoples 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.

11

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/studenttools/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

12

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

13