精东传媒app

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.

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).