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EDM5100 HPE and Wellbeing Curriculum and Pedagogical Studies 1

Semester 3, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Examiner:

Requisites

Pre-requisite: Students must be enrolled in one of the following Programs: MELT or MPLT

Overview

In Health and Physical Education and Wellbeing contexts preservice teachers need to develop effective teaching strategies to engage a diverse range of learners in safe and inclusive personal, social and community interactions and create appropriate learning experiences to meet a range of objectives. They learn to interrogate assumptions about the health, wellbeing and safety of children through critical inquiry processes and strengths-based approaches. Utilising research and engaging in experiential learning, preservice teachers develop greater awareness and understanding of the holistic nature of education and are empowered to cater for the needs of learners in all dimensions of health and wellbeing. Engagement with the Early Years Framework, the Australian Curriculum HPE, child safety and trauma-informed frameworks, legislative requirements, and ethical and professional conduct expectations, develops a deeper understanding of the responsibilities of preservice teachers and the needs and rights of children. This knowledge empowers preservice teachers to promote the health, wellbeing and safety of children from birth to five years of age, and those in primary school educational settings.

The course focuses on the essential knowledge, understanding and skills necessary for preservice teachers to plan for, and implement, learning in Health and Physical Education and Wellbeing contexts. Preservice teachers will develop their understanding of effective teaching strategies through creating supportive and well scaffolded learning experiences to meet the diverse needs of learners. The course will cultivate appreciation of, and competence in, establishing levels of challenge for diverse developmental stages and needs. Preservice teachers will improve their professional practice and development through engagement with professional organisations, teaching networks and the broader community.

This course will prepare preservice teachers to engage with the Early Years Learning Framework, the Australian Curriculum HPE, child safety, trauma-informed frameworks, legislative requirements, and ethical and professional conduct expectations, while promoting the wellbeing and safety of children from birth to five years of age, and those in primary school educational settings.

Course learning outcomes

On successful completion of this course preservice teachers should be able to:

  1. analyse the concepts, substance and structure of the content, and teaching strategies of the Australian Curriculum Health and Physical Education, the Early Years Learning Framework, the Australian Student Wellbeing Framework and frameworks for trauma induced care, to support inclusive student participation and engagement in HPE and Wellbeing contexts (Australian Professional Standards for Teachers (APST) 2.1, 4.1);
  2. understand a range of strategies for working effectively, sensitively and confidentially with parents/carers, and the purpose of keeping accurate and reliable records of student achievement (APST 5.5, 7.3);
  3. select concepts, substance and structure of the content from the Australian Curriculum HPE and the Early Years Learning Framework to plan effective learning and teaching sequences that provide safe, achievable challenges and learning goals for a diverse range of learner needs and stages of development, and support student engagement using appropriate teaching strategies, resources, and verbal and non-verbal communication (APST 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5);
  4. integrate personal and social capabilities, critical and creative thinking, ethical and intercultural understanding, and safe and responsible use of ICTs, aligned with curriculum, systemic and legislative requirements, to enhance learning in HPE and Wellbeing contexts (APST 4.4, 4.5);
  5. apply principles of ethics and professional conduct, legislative requirements and professional learning from external sources, professional networks and the broader community, to enhance knowledge, understanding and skills and improve practice in HPE and Wellbeing contexts (APST 6.2, 7.1, 7.2, 7.4);
  6. apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and APA referencing (both in text and in a reference list).

Topics

Description Weighting(%)
1. Australian Curriculum Health and Physical Education and the Early Years Learning Framework
  • Understanding the rationale, aims, key ideas and contributions of Health and Physical Education learning in whole of educational settings
  • Analyse the concepts, substance and structure of the content, and teaching strategies of the Australian Curriculum Health and Physical Education, and the Early Years Learning Framework
30.00
2. Student Wellbeing and reporting student progress
  • Analysis and application of the Australian Student Wellbeing Framework; frameworks for trauma informed care; and ethical, legislative and professional conduct responsibilities and expectations that promote and support student diversity, inclusion, safety and wellbeing in learning environments
  • Developing and understanding a range of strategies for working effectively, sensitively and confidentially with parents/carers
  • The purpose of keeping accurate and reliable records of student achievement
10.00
3. Designing and planning HPE and wellbeing learning
  • HPE learning inclusive of systemic, curriculum and legislative requirements that support student participation, wellbeing and safety
  • Understanding and interpretation of developmentally appropriate curriculum as a basis for learning and teaching
  • Creating sequenced challenges at different learner levels in Health and Physical Education (HPE) learning organising content into an effective learning and teaching sequence
  • Teaching strategies to safely engage students in movement and physical activity, and personal, social and community health contexts
  • Verbal and non-verbal communication that supports the inclusive engagement of a diverse range of students
15.00
4. Purposeful connection between HPE and General Capabilities
  • Authentic connectedness between HPE and the General Capabilities from the AC or the learning outcomes of the EYLF in learning and teaching
  • Integrate personal and social capabilities, critical and creative thinking, ethical and intercultural understandings, safe and responsible use of ICTs and appropriate literacies, and in HPE and Wellbeing contexts
15.00
5. Engage professionally with colleagues and the community
  • Meet professional ethics and responsibilities
  • Comply with legislative, administrative and organisational requirements
  • Connecting with and utilising information and resources from relevant Professional Associations, communities of practice and professional development in HPE and in Wellbeing to inform professional learning and teaching and practice
15.00
6.
  • Authentic connectedness between teaching a student and understanding caring for their wellbeing
  • Integrate appropriate literacies, and safe, effective and ethical use of ICTs to enhance learning, aligned with curriculum, systemic and legislative requirements
15.00

Text and materials required to be purchased or accessed

There are no texts or materials required for this course.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Written Case 精东传媒app No 50 1,2,3,5,6
Assignments Written Planning document No 50 1,3,4,5,6
Date printed 10 February 2023