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EDX1450 HPE Curriculum Studies 1

Semester 1, 2021 Online
Short Description: HPE Curriculum Studies 1
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070199 - Teacher Education not elsewher
Grading basis : Graded


Examiner: Melisa Chong


Pre-requisite: Students must be enrolled in one of the following Programs: BEDU (Early Childhood) or BEDU (Primary) or BEDU (Special Education) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BECH or BEDU (HPE Secondary) or BEED or BPED

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.


Health and Physical Education (HPE) is acknowledged as one of the five learning entitlements for all Australian school students from Foundation to Year 10 and, as such, it is an essential learning area in initial teacher education training. This course rationalises the inclusion of HPE in the school curriculum and enables all pre-service educators to develop the knowledge, understanding and skills required to include HPE learning in their teaching programs

Schools are recognised as key environments for the development and support of emotional, social, cognitive and physical health and wellbeing. HPE learning facilitates the acquisition of health and physical literacies necessary for informed decision-making that is positive for lifelong health and wellbeing and for healthy, active individuals and communities. The relationship between educational theory and classroom practice is coupled with the opportunity to develop a critically reflective approach to planning and teaching utilising current HPE curriculum, health related information and resources.


Pre-service educators will experience and apply pedagogical and curriculum considerations for facilitating engaging, inclusive, developmentally appropriate and safe learning environments for HPE. They develop a range of understandings and competencies for interpreting and managing the HPE environment for teaching and learning.

A central tenet of HPE is an inclusive curriculum that seeks to enhance the learning opportunities for all children and incorporates the social justice principles of equity, diversity and supportive environments. Design of relevant learning experiences aligned with assessment processes; management of classes and environments; incorporating pertinent general capabilities into the learning context, and the impact of these considerations on the enacted curriculum are explored.

Pre-service educators have the opportunity to analyse, apply and evaluate skills and develop confidence in effective teaching styles for HPE through planning and micro-teaching. Through engagement in course learning experiences, it is expected that students will become increasingly independent practitioners and develop competence is sourcing current, accurate information and appropriate resources for HPE.


The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. explain the rationale for the inclusion of health and physical education (HPE) learning in the school curriculum while addressing parent/carer and other stakeholder interests and possible concerns (APST 2.1, 4.4, 7.3);
  2. create a developmentally appropriate sequence or lesson plans for teaching Traditional Indigenous Games (TIGs), applying safety policy and procedures, utilising relevant resources, behaviour management strategies and a variety of teaching styles (APST 3.2, 3.4, 4.1, 4.3, 4.4);
  3. design or select effective learning experiences appropriate to the context of a particular school and classroom, incorporating social justice principles, systemic and legislative requirements in relation to participation of all students (APST 1.5, 1.6, 4.1, 7.1);
  4. apply principles of health promotion and a positive, strengths-based approach to planning for the personal, social and community health strand of the HPE Curriculum (APST 2.1, 3.4, 4.1, 4.4);
  5. plan for learning that will purposefully connect the personal, social and community health strand of HPE to the physical activity and movement strand of the HPE Curriculum and specified general capabilities or another learning area and specified general capabilities (APST 2.1, 4.1, 4.4).


Description Weighting(%)
1. HPE curriculum - Effective, sensitive and confidential communication with parents/carers 10.00
2. The foundation of movement skills 10.00
3. What all educators need to know about movement 10.00
4. Planning for teaching and learning in HPE 10.00
5. Teaching inclusively 10.00
6. HPE pedagogy 10.00
7. Personal, social and community health 20.00
8. Assessment and reporting in HPE 10.00
9. General capabilities and ICTs in HPE 10.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

Miller, J, Wilson-Gahan, S & Garrett, R 2018, Health and physical education: preparing educators for the future, 3rd edn, Cambridge University Press, Port Melbourne, Victoria.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Australian Curriculum and Assessment Authority (ACARA) 2016, Australian Curriculum Health and Physical Education v8.3,
Australian Institute of Health and Welfare 2020, Australia's Health (Number 17, Cat. No. AUS 231), Australia's Health Series,.
((ISSN 2651-978X (Online), ISSN 1032-6138 (Print), ISBN 978-1-76054-689-2 (Online), ISBN 978-1-76054-690-8 (Print), DOI 10.25816/5f05371c539f3.) <>.)
Metzler, MW 2011, Instructional models for physical education, 3rd edn, Arizona Holcomb Hathaway, Scottsdale, Arizona.
Pangrazi, RP & Beighle, A 2016, Dynamic physical education for elementary school children, 18th edn, CA Pearson, San Francisco, California.
Qld Government 2018, Queensland Curriculum & Assessment Authority,

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 50 50 01 Apr 2021
ASSIGNMENT 2 50 50 13 May 2021

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. E-mail and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.

Date printed 18 June 2021