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Health and Physical Education (HPE) specialists need to develop higher level specific competencies in planning, assessment and practice while understanding socio-cultural agendas and reforms. This course builds on knowledge established through the suite of HPE specialist courses and thorough exploration of contemporary curriculum, pedagogical and discipline specific research. HPE specialists have significant opportunities to facilitate learning that empowers young people to make informed decisions that are positive for personal, social and community health, now and into the future.

Embedding of health and physical literacies in this course enables students to critically reflect on information, resources and services that have the potential to contribute to the health and wellbeing of individuals, groups and communities and to share this learning through their everyday practices. They consolidate their capacity to plan positive, engaging, inclusive and safe learning experiences that are essential to developing lifelong healthy and active individuals who can make a valuable contribution to their communities.

This course extends existing curriculum and pedagogical information and knowledge to focus on design of developmentally appropriate and relevant teaching programs, utilising the full range of current Foundation to Year 12 curriculum and syllabus documentation. It includes a review of pedagogical practices outlined in curriculum and in research literature as they contribute to HPE learning and teaching.

HPE specialists have the opportunity to further develop and apply a range of competencies for interpreting and managing the HPE classroom as a complex social environment for teaching and learning. Systemic requirements and procedures for the preparation, monitoring and review of teaching programs and assessment are analysed, particularly in the complex context of physical performance. Students have the opportunity to apply understanding of the relationship between educational theory and classroom practice through interactive practical experiences. The opportunity to plan, implement and review learning and teaching experiences and to further develop as independent and reflective learners are embedded in this course.

On successful completion of this course, students should be able to:

1. interpret, evaluate and apply relevant learning theories, curriculum knowledge, and a variety of teaching styles and instructional strategies in planning for a range of health and physical education learning contexts (APST 2.1, 2.3, 4.1, 4.4);
2. design, implement and evaluate effective learning experiences appropriate to the context of a particular school and class demographic purposefully connecting learning from cross curriculum priorities and general capabilities with learning from the Australian Curriculum HPE P-7 to enhance learning (APST 2.1, 2.3, 4.1, 4.4);
3. identify, include and justify the elements of units of work and teaching programs, incorporating legislative requirements for inclusion and diversity in addition to safety procedures and policies for HPE (APST 2.1, 2.3, 4.1, 4.4);
4. explain and incorporate the principles of high quality assessment and reporting, including social justice principles, in planning accessible assessment for all learners, gathering and recording data and profiling student learning outcomes (APST 2.3, 5.1, 5.5, 7.2);
5. critically reflect on teaching episodes and utilise feedback to adjust subsequent teaching performance and planning as an HPE professional (APST 3.4, 4.1, 4.4).