Pre-requisites

ED920 Developmental Learning and Pedagogies

Co-requisites

ED921 Ecology and Management of Learning Environments

Learning Outcomes

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

• Apply specialised knowledge to plan and critically analyse unit scope and sequence for Primary Health and Physical Education based on state and national curriculum content according to appropriate content, student learning needs, effective teaching strategies and integrating relevant aspects of literacy, numeracy and Christian perspectives.

• Communicate advanced knowledge and understanding of the concepts, structure and substance of Health and Physical Education as a discipline.

• Critically analyse and evaluate integrated curriculum strategies and assessment for the primary years of schooling appropriate to Health and Physical Education.

• Apply expert judgement and advanced knowledge of students’ physical, social and cognitive development and its impact on learning and participation, to analyse and interpret student needs, and develop and evaluate appropriate strategies for teaching Health and Physical Education.

• Demonstrate knowledge of a range of resources, including ICT, and apply creativity and initiative in incorporating them into the planning and teaching of Health and Physical Education appropriate to the learning and teaching context to engage students in their learning.

• Demonstrate advanced understanding of Aboriginal and Torres Strait Islander and Christian perspectives on Health and Physical Education content and pedagogies.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scripture and broader vocation.

Unit Description

This unit will provide pre-service teachers with the opportunity to engage with current knowledge and understanding about the structure and substance of Health and Physical Education as a discipline, and children’s developmental levels (physical, cognitive and social) relevant to this discipline. Through the unit pre-service teachers will engage with current knowledge and understanding about how children learn in Health and Physical Education. The unit will focus on critically analysing a range of pedagogical approaches for assessing students’ learning needs and improving students’ levels of competence in Health and Physical Education. The unit will explore a range of resources for engaging and supporting students in their learning.

Through this unit pre-service teachers will have the opportunity to develop effective learning experiences that will engage and cater for a diverse range of students. The pre-service teachers’ personal competence in utilising ICT for educational purposes in order to enhance students’ learning in Health and Physical Education and in ICTs will also be covered through this unit.

The unit will also focus on developing the pre-service teachers’ personal proficiencies in this discipline, and incorporates Christian faith, worldview and Scripture related to the teaching vocation. Pre-service teachers will also develop their knowledge and understanding about Aboriginal and Torres Strait Islander and Christian perspectives on Health and Physical Education content and pedagogies during this unit.

Topics

1. Health and Physical Education in Context
2. HPE for Diverse Learners
3. Children’s Growth and Development
4. Movement Education
5. Engaging with the HPE Curriculum
6. Approaches to Teaching HPE
7. Planning and Teaching Physical Education
8. Assessment in HPE
9. Managing the HPE Class
10. Personal and Social Responsibility in HPE

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Unit offerings

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.