Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is a usual feature of senior secondary schooling.
In this unit, pre-service teachers will consider the place of Health Education in contemporary Australian society, and the senior secondary Health Education curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of Health Education and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Health Education at a senior secondary level.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - demonstrate mastery of the concepts, substance and structure of the content and teaching strategies of Health, and an in-depth understanding of how students learn in Health Education (GA5; APST 1.2, 2.1)
LO2 - critically analyse, synthesise, develop, and implement a range of Health learning and teaching activities and sequences for junior students (7-10), which involve a variety of pedagogical approaches and resources (including safe and ethical use of ICT resources) appropriate to these year levels and curriculum content (GA4, GA5, GA9, GA10; APST 1.2, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5)
LO3 - describe, design, evaluate and implement a variety of teaching strategies which cater for individual differences in student learning (e.g. cognitive, physical, social, cultural) and integrate general capabilities and cross curriculum priorities in Health (GA1, GA4, GA5, GA9; APST 1.3, 2.5, 3.3, 4.1)
LO4 - analyse the relationships between learning task design, student learning and expertise, higher order thinking, assessment, feedback and reporting in Health, and apply to the development and modification of own teaching practice (GA4, GA5, GA9; APST 2.3, 5.1, 5.2)
LO5 - demonstrate the capacity to practically manage behaviour and sensitive issues, relevant to the particular stage of schooling, including knowledge and understanding of the administrative principles and safety procedures in relation to Health Education (GA4, GA5,GA9; APST 4.5).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
Content
The topics will include:
- factors in the educational context (international, national, state, territory and local levels including curriculum policies and perspectives that shape the identity of Health Education in Years 7-10
- the concepts, substance and structure of the content of Health Education
- contemporary understandings of the unique ways in which students learn in Health Education
- specific professional practices and key pedagogical approaches related to teaching and learning in Health contexts, and their theoretical underpinnings
- general capabilities and cross curriculum priorities including the integration of literacy and numeracy and local, state, territory and national perspectives in Health Education.
- Planning, implementing and evaluating sequences of learning activities in Health Education relative to specific school context and identified factors impacting teaching and learning
- inclusive student participation and engagement in classroom activities
- students’ well-being and safety working within school and/or system, curriculum and legislative requirements
- the relationship between reflexive learning and effective concept formation to build higher order thinking in Health Education
- teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds in Health Education
- discipline specific teaching strategies and issues related to Indigenous students in Health Education
- effective use of a range of resources for the teaching area, including ICT’s and technologies specific to Health Education, to engage learners
- classroom management in Health Education and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour
- pedagogical strategies to promote problem solving and critical thinking in Health Education
- a range of approaches and strategies for assessment and feedback and reporting in Health Education
- ways to make consistent and comparable judgments, interpret student data and report on student achievement in Health
- extending and challenging learners in Health Education.
Learning and teaching strategy and rationale
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is a usual feature of senior secondary schooling.
In this unit, pre-service teachers will consider the place of Health Education in contemporary Australian society, and the senior secondary Health Education curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of Health Education and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Health Education at a senior secondary level.
Assessment strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and their ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Health Education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Teaching and learning strategy described above will use an appropriate selection of approach, including, for example:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Lesson planning Develop a series of at least three sequential lessons / learning activities. These must demonstrate knowledge and understanding of:
| 40% | LO1, LO2, LO3, LO4, LO5 | GA4, GA5, GA9, GA10 |
Assessment Task 2: Analysis of the Curriculum Analysis of Health 7-10 curriculum content, skills and topics; and diagnostic test and/or self-audit to identify key gaps in pre-service teacher’s knowledge, understandings and skills. Undertake independent research and/or skill practice. Demonstrate mastery of key topics/gaps identified through:
| 30% | LO1 | GA5 |
Assessment Task 3:
CHOICE - For the purposes of national moderation all campuses must select the same task
Option A: Teaching and Assessment Implementation and Critical Reflection
Implementation and evaluation of a sequence of learning and teaching activities which will take place in microteaching small-group or similar settings and within which:
- identified syllabus content is addressed;
- diverse learner backgrounds and needs are catered for;
- student higher order thinking is promoted;
- provision is made for assessment of student learning and feedback; and
- the cross curricular priorities and General Capabilities of the Australian Curriculum are incorporated, including the integration of literacy and numeracy.
Critically evaluate the ways in which the above addresses identified syllabus content, promotes student higher order thinking, caters for the needs of diverse learners, and addresses the cross curricular priorities and General Capabilities of the Australian Curriculum.
OR
Option B: Resource Folio and Critical Reflection
Create a folio of 6 – 10 practical activities that cover a range of curriculum topics and skills, within which:
- identified syllabus content is addressed;
- diverse learner backgrounds and needs are catered for;
- student higher order thinking is promoted;
- provision is made for assessment of student learning and feedback;
- and the cross curricular priorities and General Capabilities of the Australian Curriculum are incorporated, including the integration of literacy and numeracy.
Critically evaluate the ways in which the above addresses identified syllabus content, promotes student higher order thinking, caters for the needs of diverse learners, and addresses the cross curricular priorities and General Capabilities of the Australian Curriculum.
Representative texts and references
Relevant Australian, state and territory curriculum documents and study designs for secondary school students.
Australian Institute of Health and Welfare (AIHW). (2014). Australia’s Health 2014. Australia: AIHW.
Catholic Education Commission, NSW, (2006). Towards Wholeness, A Catholic Perspective: Personal Development, Health and Physical Education.
Commission on Social Determinants of Health (2008). Closing the gap in a generation: Health equity through action on the social determinants of health: Final report of the Commission on Social Determinants of Health, Geneva: World Health Organization, Geneva. Retrieved from www.who.int/social_determinants/final_report/en/index.html
Commonwealth of Australia. (2014). Response ability. NSW: Hunter Institute of Mental Health.
Darst, P. W., Pangrazi, R.P., Sariscsany, M. J. & Brusseau, T. (2012). Dynamic physical education for secondary school students (7th ed.). Boston, MA: Benjamin Cummings.
Donatelle, R. J. (2009). Health: The basics. San Francisco, CA: Pearson Benjamin Cummings.
Kickbusch, I (2008). Healthy societies: Addressing 21st century health challenges, Adelaide: Government of South Australia, Adelaide. Retrieved from http://www.thinkers.sa.gov.au/lib/pdf/Kickbusch_Final_Report.pdf
Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education, the student, the teacher and the curriculum. Frenchs Forest, NSW: Pearson.
World Health Organization (2007). Working for health: An introduction to the World Health Organisation, Geneva: World Health Organization. Retrieved from www.who.int/about/en/
World Health Organization (2005). Millennium development goals (MDGs), France: World Health Organization. Retrieved from www.who.int/mdg/publications/mdg_report/en/index.html
World Health Organization (various years), World health report, Geneva: World Health Organization. Retrieved from www.who.int/whr/en/index.html