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Learning Area Physical Education 1 (EDUC90467)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
Availability | February |
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Fees | Look up fees |
This subject provides Teacher Candidates with the knowledge and skills required to effectively use current Health and Physical Education curricula (such as Australian Curriculum and the Victorian Curriculum) and research literature to plan and safely implement sport and health related physical activities, designed to meet their students’ needs. In order to accomplish this teacher candidates will be encouraged to promote the physical, social, moral and cultural development of students through student-centered and inquiry-based pedagogical approaches to physical education.
Teacher Candidates will be introduced to subject-specific requirements around programming, assessment and the organisation and management of the learning environment for year 7-10. They will also be expected to create a variety of teaching and learning resources that will demonstrate a clear understanding of mandated (H)PE curricula requirements and illustrate an awareness of opportunities to make provision for the use of digital technologies (e.g. wearables, movement analysis software, sport specific apps), literacy (e.g. sensory ethnography; creating sporting his/her-stories; reporting on games; maintaining fitness diaries) and numeracy (e.g. measuring distance, time, calculating speed; recording and analyzing statistical data; developing scoring systems) strategies in physical education.
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Begin to critically reflect on research into how students learn, and understand the concepts, substance, structure and implications for effective teaching practice, in physical education, including the creation of effective learning environments (Graduate Standards 1.2, 1.5, 2.1, 3.2, 3.6)
- Demonstrate an understanding of how to design lesson plans and learning sequences (for F-10), using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 1.2, 1.5, 2.2, 3.2, 3.3, 3.6, 4.3).
- Understand how to set learning goals in physical education that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1).
- Show an understanding of how to select appropriate strategies to differentiate teaching in physical education to meet specific needs of students, drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3 & 3.4)
- Evaluate physical education teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6, 4.1, 4.3)
- Begin to identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in physical education (Graduate Standards 5.1 & 5.4).
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
Active and participatory citizenship
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Lesson observation task (1000 words) due beginning of semester (20%)
- Physical literacy task (1500 word report) due mid semester (30%)
- Development of unit plan (2500 words) due end of semester (50%)
Hurdle requirements:
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Erin Temming Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 5 February 2018 to 30 May 2018 Last self-enrol date 28 February 2018 Census date 9 March 2018 Last date to withdraw without fail 4 May 2018 Assessment period ends 15 June 2018 February contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Collection of readings available on LMS
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Secondary)
Last updated: 10 February 2024