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Wellbeing, Health and Physical Education (EDUC91090)
Graduate courseworkPoints: 12.5On Campus (Parkville)
To learn more, visit 2023 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
Overview
Availability | Semester 2 |
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Fees | Look up fees |
This subject prepares the Teacher Candidates to use evidence-informed approaches to understanding and advancing the factors that contribute to student health, wellbeing and engagement. 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. The subject includes a focus on effective pedagogies for wellbeing education; strategies to cultivate positive teacher-student relationships; and use of proactive policies, practices and partnerships to advance student wellbeing. This subject references the Australian/Victorian Curricula. This subject aims to explore how the Health and Physical Education curricula can be designed to help students understand health as a crucial enabler for learning and development from Foundation to Year Six.
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 are central to children’s wellbeing. Teacher Candidates will consider how the wellbeing can be embedded with other curriculum areas and in contexts beyond the school classroom. They will explore the important role digital 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.
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 student participation and their physical, social and intellectual development.
- Select content and use resources, for teaching wellbeing, health and physical education, with an understanding how students learn at different developmental stages from Foundation to Year Six.
- 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.
- Appraise and interpret student data to evaluate student learning and modify teaching practice.
- Formulate explicit plans with challenging learning goals for developing and sustaining respectful relationships with students, colleagues, and for engaging parents and carers and community agencies informed by a Health Promoting Schools Framework.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- 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: Review of Wellbeing, Health or Physical education program
| 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 evidence informing content and learning design of activities in presentation and use of peer feedback
| 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 On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 24 July 2023 to 22 October 2023 Last self-enrol date 4 August 2023 Census date 31 August 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 17 November 2023 Semester 2 contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
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 (Primary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024