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Semester 2 (Extended)
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This subject will extend the concepts introduced in Learning Area Physical Education 1, by engaging teacher candidates in an in-depth exploration of post -16 curriculum provisions for Physical Education (including VCE, VCAL and VET). Teacher Candidates will use curriculum documentation including the new VCE study design for PE to develop a range of teaching strategies and assessment materials. These materials will cater for students' interests and, where possible, be enhanced by the integration of digital technologies.
This subject also seeks to advance teacher candidates' understanding of the development of the Physical Education curriculum, by raising their awareness of historical and political factors that have influenced the structure of the PE curriculum and its enactment in schools. Teacher Candidates will be expected to critically reflect on literature covering a range of contemporary issues based on the notion of difference in physical education and use these to develop learning experiences that fully support student participation. Through practical application in school and alternative educational settings, Teacher Candidates will be asked to demonstrate how they might use this knowledge to work with students from culturally, linguistic and socioeconomically diverse backgrounds.
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.
- Show a developed capacity to 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 in physical education (Graduate Standards 1.2, 1.3, 1.5, 2.1, 3.2, 4.1)
- Understand how to design lesson plans and learning sequences for the post 16 physical education curriculum, using knowledge of student learning, assessment, and effective teaching resources (Graduate Standards 2.2, 2.3, 2.6, 3.2, 3.3, 7.4).
- Demonstrate how to set learning goals that provide achievable challenges for students of varying abilities and characteristics in physical education (Graduate Standards 3.1).
- Evaluate physical education teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6, 6.3, 6.4).
- Use assessment strategies in physical education, including formal and informal diagnostic, formative and summative approaches, to assess and to support students’ learning (Graduate Standards 5.1 & 5.4).
MTeach graduates 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: 9 October 2020