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The positioning and format of performance assessment in examination physical education varies between courses across Australia and internationally. This paper centres on developments in performance assessment in the Physical Education Studies (PES) course in Western Australia (WA). In 2021 The School Curriculum and Standards Authority (SCSA) undertook an assessment validation trial of school-based assessment of students participating in modified format competitive game play in the 10 PES sports. This contrasted to existing centralised examination arrangements. The paper reports on findings from observation of the trial in nine of the 10 sport contexts, and semi-structured interviews with teachers, validators and SCSA staff. Analysis drew on conceptualisations of quality assessment to critically examine features of assessment information collection and judgement processes in the trial and the inter-relationships between these two elements of assessment. Discussion highlights issues of quality and equity in performance assessment for future policy and research to consider.

School-based educational programs are identified as an effective means to increase awareness and promote sun protective behaviours in young people. Regardless, the adolescent age group are difficult to influence, somewhat resistant to sun protection and esteem tanned skin. The ability of Pre-Service Teachers (PSTs) to develop sun safety education for adolescents was tested at a teacher education institution in Western Australia. More particularly, to create understandings of their ability to mobilise health literacy in sun safety education. Thirty PSTs studying secondary education developed three consecutive lesson plans for use with adolescent students of Year 7. The three lesson plans comprised learning activities (n=444), which were categorised as teaching either functional, interactive or critical health literacy. Results indicate a significantly greater than expected frequency of functional activities, suggesting that PSTs need specific training to support the planning and development of teaching and learning that promotes critical health literacy skills.

Background: In Australia, Initial Teacher Education Institutions (ITEIs) provide undergraduate Health and Physical (HPE) programmes that meet a number of regulatory requirements, including those of the Australian Institute for Teaching and School Leadership (AITSL) and the Tertiary Education Quality and Standards Agency (TEQSA). In addition, ITEIs must also ensure programme alignment with state/territory-based jurisdictional requirements. While historically varied philosophies and practices have shaped HPE teacher education nationally, ITEIs are thus operating in an increasingly regulated environment. Purpose: The purpose of this paper is to report research that has critically examined the structure and content of ITEI undergraduate programmes in Australia that prepare teachers for HPE in secondary schools. Analysis at programme and unit levels was undertaken to explore programme variance, ITEI priorities and consideration of the implications that programme structure and content has for graduate secondary HPE teachers and their employers. The paper seeks to contribute to wider debates about the role of teacher education in shaping HPE curriculum futures and the challenges faced by ITEIs to navigate increasing government regulation. Methods: An audit and document analysis of 15 Australian ITEIs identified programme structures and specific units of study for the preparation of secondary HPE teachers. These programme structures were compared to those of an ITEI in Western Australia (WA), similarly preparing secondary teachers of HPE, and undertaking internal programme renewal. The WA ITEI's programme nomenclature and elements therefore provided the reference point for analysis of variation across programmes nationally. Findings: Findings show that graduate secondary HPE teachers in Australia are variously prepared, with ITEI programme structures ranging in nomenclature, breadth of content, positioning of units and the amount and placement of school-based practicums. ITEIs variously meet state, territory and federal accountability and accreditation requirements in preparing secondary HPE teachers. Programme variations may mean that graduate secondary HPE teachers have differing perspectives on HPE curriculum and pedagogy. Schools employing graduate teachers cannot assume all graduate teachers have a common outlook on or backgrounds in HPE, while meeting the graduate standards. Conclusions: The significant variation between programme structure and content at the 15 ITEIs preparing teachers for HPE in secondary schools indicates that in a heavily regulated sector, ITEIs in Australia remain critical players in shaping HPE practices across Australian schools. Further research is needed to appropriately ascertain the impact of ITEI programme variation on HPE teachers' values and professional practice.

Background: In Australia, Initial Teacher Education Institutions (ITEIs) provide undergraduate Health and Physical (HPE) programmes that meet a number of regulatory requirements, including those of the Australian Institute for Teaching and School Leadership (AITSL) and the Tertiary Education Quality and Standards Agency (TEQSA). In addition, ITEIs must also ensure programme alignment with state/territory-based jurisdictional requirements. While historically varied philosophies and practices have shaped HPE teacher education nationally, ITEIs are thus operating in an increasingly regulated environment. Purpose: The purpose of this paper is to report research that has critically examined the structure and content of ITEI undergraduate programmes in Australia that prepare teachers for HPE in secondary schools. Analysis at programme and unit levels was undertaken to explore programme variance, ITEI priorities and consideration of the implications that programme structure and content has for graduate secondary HPE teachers and their employers. The paper seeks to contribute to wider debates about the role of teacher education in shaping HPE curriculum futures and the challenges faced by ITEIs to navigate increasing government regulation. Methods: An audit and document analysis of 15 Australian ITEIs identified programme structures and specific units of study for the preparation of secondary HPE teachers. These programme structures were compared to those of an ITEI in Western Australia (WA), similarly preparing secondary teachers of HPE, and undertaking internal programme renewal. The WA ITEI's programme nomenclature and elements therefore provided the reference point for analysis of variation across programmes nationally. Findings: Findings show that graduate secondary HPE teachers in Australia are variously prepared, with ITEI programme structures ranging in nomenclature, breadth of content, positioning of units and the amount and placement of school-based practicums. ITEIs variously meet state, territory and federal accountability and accreditation requirements in preparing secondary HPE teachers. Programme variations may mean that graduate secondary HPE teachers have differing perspectives on HPE curriculum and pedagogy. Schools employing graduate teachers cannot assume all graduate teachers have a common outlook on or backgrounds in HPE, while meeting the graduate standards. Conclusions: The significant variation between programme structure and content at the 15 ITEIs preparing teachers for HPE in secondary schools indicates that in a heavily regulated sector, ITEIs in Australia remain critical players in shaping HPE practices across Australian schools. Further research is needed to appropriately ascertain the impact of ITEI programme variation on HPE teachers' values and professional practice. [ABSTRACT FROM AUTHOR]