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Health and Physical Education (HPE) is acknowledged as one of the five learning entitlements for all Australian school students from Foundation to Year 10 and, as such, it is an essential learning area in initial teacher education training. This course rationalises the inclusion of HPE in the school curriculum and enables all pre-service educators to develop the knowledge, understanding and skills required to include HPE learning in their teaching programs

Schools are recognised as key environments for the development and support of emotional, social, cognitive and physical health and wellbeing. HPE learning facilitates the acquisition of health and physical literacies necessary for informed decision-making that is positive for lifelong health and wellbeing and for healthy, active individuals and communities. The relationship between educational theory and classroom practice is coupled with the opportunity to develop a critically reflective approach to planning and teaching utilising current HPE curriculum, health related information and resources.

Pre-service educators will experience and apply pedagogical and curriculum considerations for facilitating engaging, inclusive, developmentally appropriate and safe learning environments for HPE. They develop a range of understandings and competencies for interpreting and managing the HPE environment for teaching and learning.

A central tenet of HPE is an inclusive curriculum that seeks to enhance the learning opportunities for all children and incorporates the social justice principles of equity, diversity and supportive environments. Design of relevant learning experiences aligned with assessment processes; management of classes and environments; incorporating pertinent general capabilities into the learning context, and the impact of these considerations on the enacted curriculum are explored.

Pre-service educators have the opportunity to analyse, apply and evaluate skills and develop confidence in effective teaching styles for HPE through planning and micro-teaching. Through engagement in course learning experiences, it is expected that students will become increasingly independent practitioners and develop competence is sourcing current, accurate information and appropriate resources for HPE.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

1. explain the rationale for the inclusion of health and physical education (HPE) learning in the school curriculum while addressing parent/carer and other stakeholder interests and possible concerns (APST 2.1, 4.4, 7.3);
2. create a developmentally appropriate sequence or lesson plans for teaching Traditional Indigenous Games (TIGs), applying safety policy and procedures, utilising relevant resources, behaviour management strategies and a variety of teaching styles (APST 3.2, 3.4, 4.1, 4.3, 4.4);
3. design or select effective learning experiences appropriate to the context of a particular school and classroom, incorporating social justice principles, systemic and legislative requirements in relation to participation of all students (APST 1.5, 1.6, 4.1, 7.1);
4. apply principles of health promotion and a positive, strengths-based approach to planning for the personal, social and community health strand of the HPE Curriculum (APST 2.1, 3.4, 4.1, 4.4);
5. plan for learning that will purposefully connect the personal, social and community health strand of HPE to the physical activity and movement strand of the HPE Curriculum and specified general capabilities or another learning area and specified general capabilities (APST 2.1, 4.1, 4.4).