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Pleaserefer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Semester 1 (Early-Start)
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This subject introduces Teacher Candidates to the Victorian Certificate of Education (VCE) Health and Human Development, Australian Curriculum and the Victorian Curriculum which emphasises the role that health education plays in equipping secondary students with the knowledge and skills to take ownership of their personal health and wellbeing.
A strengths-based approach to teaching health will be explored to enhance Teacher Candidate’s knowledge, skills and understandings to teach health in secondary schools. Teacher Candidates will critically examine how definitions of ‘health’ are influenced by personal and family values, experiences, the media, public policy and school policies. They will explore the role of the teacher in helping school students to develop critical literacy and numeracy skills around issues pertaining to their health and wellbeing, nutrition, human growth and development and relationships and discuss the ways in which a socially just health curriculum functions as a tool for public health promotion. Numeracy skills include: the analysis of Health statistics, data, graphs and describing trends and drawing conclusions, applying knowledge of percentages in representative data and skills of collecting, recording, interpreting and presenting health related data in a range of formats such as graphs, tables, posters and charts, using current research.
Teacher Candidates will be introduced to subject-specific requirements around programming, assessment and classroom management. They will also create a variety of teaching and learning resources including unit and lesson plans, assessment tasks and various health promotional teaching strategies using a wide range of ICT tools which will demonstrate how they can expand learning opportunities for all students.
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
Last updated: 17 July 2020