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Learning Area Health 2 (EDUC90442)
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
July
Overview
Availability | July |
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Fees | Look up fees |
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.
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
None
Corequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90909 | Clinical Teaching Practice (Sec) 2 |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
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
- Case study (2500 words) due early semester (50%)
- Presentation (equivalent to 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
- July
Principal coordinator Katherine Jones Mode of delivery On Campus (Parkville) Contact hours 36 Total time commitment 170 hours Teaching period 8 July 2019 to 23 October 2019 Last self-enrol date 29 July 2019 Census date 9 August 2019 Last date to withdraw without fail 4 October 2019 Assessment period ends 15 November 2019 July contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
VCAA( 2006) VCE Health and Human Development Study Design
http://www.vcaa.vic.edu.au/documents/vce/hhd/healthhumandevelopmentsd-2014.pdf
Australian Curriculum – Health and Physical Education
Victorian Curriculum (VCAA website)
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Secondary) - Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024