|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject extends teacher candidates’ thinking about what is best practice in health education. Teacher candidates will continue to formulate a personal teaching/learning philosophy as they think critically about the relationship between various models of health and theories of human development. A focus on Sexuality Education, community and global health allows teacher candidates to consider the changing nature of national health debates and the role of the teacher in offering a variety of perspectives around these debates.
Teacher candidates will explore in detail the mandated curriculum and will develop a range of student-centred programming, planning and teaching strategies specific to VCE Health and Human Development. Emphasis is placed on the importance of quality assessment to effective pedagogy. The subject will explore requirements for assessment and assists teacher candidates in designing and implementing an array of authentic, student-centred assessment strategies that cater for a variety of learning levels and styles. The use of a wide range of ICT tools which will demonstrate how they can expand learning opportunities for all students.
Teacher candidates will continue to formulate strategies for helping secondary students become active agents of their own health and promoters of ‘good health’ within their individual communities.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
1. Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments (Graduate Standards 1.2, 2.1 )
2. Understand how to design lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2)
3. Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1)
4. Select appropriate strategies to differentiate teaching 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)
5. Evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6)
6. Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning (Graduate Standards 5.1, 5.4)
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
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