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Being Healthy, Well and Active (EDUC91068)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 2
Dr Catherine Smith: catherine.smith1@unimelb.edu.au
A/Prof. John Quay: jquay@unimelb.edu.au
Overview
Availability | Semester 2 - Dual-Delivery |
---|---|
Fees | Look up fees |
This subject prepares Teacher Candidates to use evidence-informed approaches to understanding and advancing the factors that contribute to student health, wellbeing and engagement in the primary and early childhood years. This includes teaching Health and Physical Education, promoting social and emotional learning, enhancing healthy active lifestyles, and supporting wellbeing for students as members of schools, families and communities. This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula. This subject aims to explore how the Health, Physical Education and Dance curricula can be designed to help students understand health as a crucial enabler for learning and development from birth.
Teacher Candidates will learn to plan and teach lessons informed by the understanding that children’s wellbeing from birth is both a prerequisite for and an outcome of learning. Emphasis will be placed on effective teaching and learning practices and partnerships in Health and Physical Education with a particular focus on student agency, questioning, critical thinking and communication strategies that foster supportive relationships and active skill building for children, as well as adults in their family and community which are central to children’s wellbeing. Teacher Candidates will consider how wellbeing can be embedded with other curriculum areas and in contexts beyond the school classroom. They will explore the important role technologies play in transforming, restoring and sustaining their communities and will look at strategies for supporting themselves and their students to be healthy, active and well. The subject includes a focus on effective collaborative pedagogies for wellbeing education; strategies to cultivate positive teacher-student relationships; and use of proactive policies, practices and partnerships to advance student wellbeing.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Plan, structure, sequence, assess and evaluate evidence-informed learning programs for Wellbeing, Health and Physical Education to support and challenge children's participation and promote their physical, social and intellectual development.
- Select, implement and evaluate resources for teaching wellbeing, health and physical education at different developmental stages from Birth to Year 6 to manage and support the diverse needs of all learners.
- Produce and use teaching strategies informed by curriculum and/ or approved learning frameworks for content in the areas of Health, Physical Education, and Dance. This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula.
- Engage in assessing learning using a range of approaches and interpret student data to evaluate student learning and modify teaching practice.
- Formulate explicit plans for developing and sustaining respectful relationships with students, colleagues, parents and carers and broader community agencies informed by a Health Promoting Schools Framework.
- Use effective teaching strategies informed by curriculum and/ or approved learning frameworks for content in the areas of Health and Physical Education, and for the safe, responsible and ethical use of ICT.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Active and participatory citizenship.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
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
Description | Timing | Percentage |
---|---|---|
Review Paper: Review paper focusing on Wellbeing, Health and/or Physical Education Programs (including ICT)
| Mid semester | 40% |
Presentation: 10-minute presentation of a series of learning activities, and collection of peer feedback following presentation
| Weeks 4-7 of the semester, timing connected with class focus | 20% |
Reflective paper: Focused on how evidence informed the content and learning design of the activities shared in the prior presentation and how feedback was taken on board and resultant changes made to these activities
| During the examination period | 40% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2
Coordinators Catherine Smith and John Quay Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours of on-campus classes Total time commitment 170 hours Teaching period 25 July 2022 to 23 October 2022 Last self-enrol date 5 August 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 contact information
Dr Catherine Smith: catherine.smith1@unimelb.edu.au
A/Prof. John Quay: jquay@unimelb.edu.au
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Quay, J., & Peters, J. (2012). Creative physical education. [electronic resource]: integrating curriculum through innovative PE projects. Human Kinetics. (free access)
Recommended texts and other resources
Recommended texts will be accessible to students online via the university library.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary) - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024