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In Semester 3, 2023 this course will be delivered as a Transition (9 week) semester, commencing on 13 November 2023 and concluding on 12 January 2024.

Teacher professional accreditation demands that secondary education graduates have a strong professional knowledge and understanding of discipline-specific concepts, substance and structure of both the curriculum content and teaching strategies of their learning areas.

This course explores contemporary curriculum, pedagogical and discipline specific research and knowledges. It strengthens the capacities of preservice educators to support safe and inclusive student engagement in class activities considered essential to developing healthy and active individuals enabled to contribute to the health and wellbeing of their communities and environments.

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. The embedding of health and physical literacies in this course enables preservice educators to critically reflect on information, resources and services that have the potential to contribute to the health and wellbeing of individuals, groups, communities and environments, and to share this learning through their everyday practices.

This course extends existing curriculum and pedagogical information and knowledge to focus on design of developmentally appropriate, sequenced and relevant teaching programs, utilising the full range of current curriculum and syllabus documentation in the Health and Physical Education (HPE) discipline. It enables preservice educators to develop advanced and effective skills, knowledge, processes and pedagogies relevant to the learning area, through concentrated attention on the dispositions that contribute to HPE learning and teaching.

Preservice teachers have the opportunity to strengthen and apply a range of competencies for interpreting and managing the HPE context as a complex social environment for teaching and learning. Compliance with legislative, administrative and organisational requirements in the preparation, monitoring and review of teaching programs and assessment is researched and analysed.

The relationships between educational theory and teaching practice is explored through interactive teaching experiences. The opportunity to plan, implement and review learning to further develop as independent and reflective practitioners is embedded in this course.

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

1. interpret, evaluate and apply contemporary theories about how students learn, and to plan safe and inclusive learning for students from a diverse range of linguistic, cultural, religious and socioeconomic backgrounds in HPE learning contexts (Australian Professional Standards for Teachers (APST) 1.2, 1.3, 4.1, 4.4);
2. apply advanced knowledge and understanding of the concepts, substance and structure of content and teaching strategies in HPE contexts to organise content into an effective learning and teaching sequences including assessment and reporting of student learning (APST 2.1, 2.2. 2.3);
3. demonstrate purposeful connection between learning from the Australian Curriculum Cross Curriculum Priorities and General Capabilities with learning from the Australian Curriculum HPE (APST 3.4);
4. identify strategies to support inclusive student engagement and participation, wellbeing and safety, working within school, systemic, curriculum, legislative, administrative and organisational requirements (APST 4.1, 4.4, 7.2);
5. engage with and understand the role of research, resources and practices from colleagues, professional networks, communities of practice, and engagement with broader community representatives to enhance professional knowledge and practice and improve student learning in Health and Physical Education contexts (APST 7.4);
6. demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.