Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
EDPH512 Health Education Curriculum, Pedagogy and Assessment 1
Unit 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 - generate and critically evaluate a Health Education curriculum program for senior students which involves a variety of pedagogical approaches and resources appropriate to these year levels, assessment tasks and curriculum content (GA4, GA5; APST 1.2, 2.1, 2.3, 2.6, 3.1, 3.2, 3.3)
LO2 - critically analyse, synthesise and develop a variety of research-informed classroom strategies which differentiate teaching to meet the specific learning strengths and needs of students across the full range of abilities in Health Education and to cater for the needs of learners from diverse backgrounds (e.g. differences informed by cognitive, physical, socio-economic, cultural, linguistic and religious diversity, explicitly including students from Aboriginal and Torres Strait Islander backgrounds) and integrate general capabilities and cross curriculum priorities (GA5, GA9, GA10; APST 1.3, 2.1, 2.5, 3.3, 4.1)
LO3 - analyse the relationships between learning task design, student learning and expertise, higher order thinking, assessment, feedback, reporting and evaluation in Health Education (GA4, GA5, APST 3.1, 5.1, 5.2, 5.5)
LO4 - analyse and articulate the relationship of assessment to intervention strategies, student learning and high stakes assessment, moderation and examination practices in Health Education, and interpret student assessment data to evaluate student learning and modify teaching practice (GA5, APST 2.3, 5.1, 5.2, 5.3, 5.4)
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 4.1).
Graduate attributes
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. |
2.3 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. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
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. |
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
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 the senior years.
- the concepts, substance and structure of senior secondary curriculum content in Health
- 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 the Health Education classroom
- alignment and coherence in content, learning outcomes, pedagogy in curriculum programming in Health Education
- the relationship between reflexive learning and effective concept formation to build higher order thinking in Health Education
- catering for a diverse range of learners in Health
- discipline specific teaching strategies and issues related to Indigenous students in Health
- effective use of resources for teaching, including ICT’s and technologies specific to Health Education
- pedagogical strategies to facilitate creativity, promote problem solving and foster critical thinking in Health
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data, report on student achievement and ethical practice in assessment in Health
- maintaining student safety in Health including risk identification, management and legislative requirements
- resources and sources of professional learning for teachers for teachers, including professional associations, external professionals, community representatives and support networks
- extending and challenging learners in Health.
Learning and teaching 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 his/her 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
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The two assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of assessment strategies. In Task 2 pre-service teachers develop a program of work for senior students over a period of time.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Curriculum, assessment and evaluation practice A program/unit of work constructed for senior students over a nominated period of time (e.g., term/semester). The program will be evidence-based and designed to address:
a proposal for curriculum evaluation. | 50% | LO1, LO2, LO5 | GA4, GA5, GA9, GA10 |
Assessment Task 2: Formative and Summative Assessment Folio Develop an assessment plan of two or more assessment for learning tasks designed for senior students. Each task designed will include:
source material as appropriate. | 50% | LO3, LO4 | GA4, GA5, GA9, GA10 |
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 on personal development, health and physical education 7-10 Syllabus. Sydney South, NSW: Catholic Education Commission, New South Wales.
Commonwealth of Australia. (2014). Response ability: Resources for teacher education. Newcastle, NSW: Hunter Institute of Mental Health.
Commonwealth of Australia. (2006). Resilience education and drug information kits. Canberra: Commonwealth Department of Education, Science and Training.
Darst, P. W., Pangrazi, R.P., Sariscsany, M. J. & Brusseau, T. (2012), Dynamic physical education for the secondary school students (7th ed.). Boston, MA: Benjamin Cummings.
Donatelle, R. J. (2012). Health: The basics (10th ed.). Glenview, IL: Pearson Education.
Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education: The student, the teacher and the curriculum. Frenchs Forest, NSW: Pearson.
Tinning, R., McCuaig, L., & Hunter, L. (2006). Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Prentice Hall.