Semester 1 (Early-Start)
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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).
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: 29 April 2020