Pre-requisites

ED621 Ecology and Management of Learning Environments: School Observation (5 days)
ED631 Curriculum, Assessment and Data: School Observation (5 days)
A combination of 6 units from the student’s Major and Minor

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Critically review the rationale for, and approaches to, Health and Physical Education from a range of perspectives, including Christian and Aboriginal and Torres Strait Islander perspectives

• Apply broad and coherent knowledge and understanding of the children’s physical development, diversities and learning needs, including additional needs, in planning developmentally appropriate, respectful and inclusive, and differentiated teaching and learning experiences in Health and Physical Education

• Apply broad and coherent knowledge and understanding of the content, substance and structure of the curriculum for Health and Physical Education and a range of assessment strategies, to plan lesson sequences and units of work, integrating literacy and numeracy learning and appropriate ICT to expand students’ learning

• Apply research-based knowledge of a range of instructional models, teaching strategies and resources, including a range of verbal and non-verbal communication strategies for giving clear directions, in organising learning activities and planning to support engagement and participation in Health and Physical Education for all students

• Develop a range of strategies for supporting parent/carer engagement, students’ safety and well-being, and teachers’ self-care in Health and Physical Education contexts

Unit Description

Through this unit you will examine the current context for Health and Physical Education (HPE) in primary schooling, including agendas and perspectives that impact on young people, the content and objectives of the HPE curriculum, and the teaching of HPE. You will develop an understanding and appreciation of the role of HPE programs in promoting and supporting children’s physical, mental, emotional and social health and well-being, and their participation and enjoyment of physical activity. A range of perspectives on HPE will be explored, including Christian, social and educational. You will also develop knowledge of Aboriginal and Torres Strait Islander perspectives on, and approaches to, individual and community health and physical activity, including games and sports. You will develop your knowledge of and draw upon the Victorian Curriculum F-10 and the Australian Curriculum, including general capabilities, in planning lesson sequences and units of work, and to review whole school HPE programs and externally provided programs.

The unit covers the physical, cognitive and affective development of children and how movement skills are developed for planning developmentally appropriate learning experiences. The unit addresses the need for inclusive and differentiated practises in HPE and will examine a range of teaching and assessment strategies, external HPE program providers, resources and communication strategies to support all children’s engagement, participation and learning. The unit will explore a range of instructional models specific to teaching physical education, including Sport Education, Teaching Games for Understanding, and traditional approaches to developing children’s fundamental motor skills. Strategies for appropriate and effective integration of ICT for teaching and learning in HPE are also covered through the unit, along with a focus on developing students’ literacy and numeracy needs relevant to HPE. Strategies for organising and managing HPE lessons and supporting children’s safety and well-being will be covered, along with self-care practices that teachers can develop. Strategies for encouraging and supporting parent/carer engagement in their family’s health, well-being and participation in physical activity will also be explored.

Topics

• The context and role of Health and Physical Education - social, educational and Christian perspectives
• Aboriginal and Torres Strait Islander perspectives and approaches to health and physical activity
• Children’s physical, cognitive and affective development
• Understanding and using the Victorian Curriculum F-10 and Australian Curriculum for HPE teaching and learning, including Ethical, Personal and Social capabilities
• Planning for assessment in HPE
• Literacy and numeracy learning in HPE
• Whole school and external HPE programs
• Differentiated and inclusive practices in HPE for diverse learners, and students with additional needs, including disabilities
• Metzler’s (2005) instructional models and Mosston and Ashworth’s (2008) Spectrum of Teaching-Learning Styles
• Developing a range of teaching and communication strategies and resources, including digital technologies to support engagement and participation in HPE
• Planning lesson sequences and units of work in HPE (forward and backward direction planning approaches)
• Organising and managing HPE lessons, strategies for supporting students’ safety and well-being and teachers’ self-care
• Strategies for engaging parents/carers in HPE

---

Unit offerings

Face to face: Semester 2, 2025 (Every 2nd Year (Odd), Semester 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.