| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Health Curriculum 1 |
| Unit ID: | EDBED3031 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (The required level of undergraduate study in the appropriate discipline areas as specified in Specialist Area Guidelines published by the Victorian Institute of Teaching.) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDDDE3010 and EDMAS6010) |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
| This unit is designed to prepare students to teach and coordinate health education and promotion in secondary schools. They will explore the development of health education and promotion from an historical and cultural perspective, and will develop an awareness of the health and human development needs of young people, and an appreciation of the impact health education can have on young people and their communities. Pre-service teachers (PSTs) will identify and critically review policies,curriculum, and student centred pedagogies relevant to health education, and apply this knowledge when critiquing and creating health curricula and resources. They will also explore whole school health promotions, and explore educational rationales for Health and personal development education whilst understanding and implementing health outcomes in schools. PSTs will develop teaching strategies and skills relevant to developing a safe, inclusive and supportive health education learning environment. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Interpret student learning behaviours in terms of physical, social and intellectual development and other diverse characteristics. |
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| K2. | Comprehend and question the evolution,structure of, and rationale for the Health Education learning area and whole-school health promotion programmes |
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| K3. | Articulate the concepts, content and teaching strategies of Health Education. |
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| K4. | Explore and address the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching, and everyday life. |
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| K5. | Comprehend and classify assessment types, functions and strategies to evaluate student learning, and provide feedback in Health Education |
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| K6. | Interpret and apply policies and processes required for teaching sensitive topics in Health Education. |
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| K7. | Consider the role of external professionals and community representatives in developing and supporting a Health Education programme and a whole-school health promotion. |
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| K8. | Know and understand literacy and numeracy teaching strategies and their application in teaching areas |
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| Skills: |
| S1. | Organise Health Education content into an effective learning and teaching sequence |
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| S2. | Apply curriculum, assessment and reporting knowledge and frameworks to design effective learning sequences, lesson plans and assessment tasks. |
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| S3. | Construct learning goals and activities that provide achievable challenges for students of varying abilities and characteristics. |
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| S4. | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
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| S5. | Analyse a range of teaching approaches and strategies |
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| S6. | Critically analyse and incorporate a range of Health Education teaching and learning resources, including ICT, that support teaching and learning, and engage students in their learning. |
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| S7. | Identify strategies to support inclusive student participation and engagement in Health Education classroom activities and a whole-school health promotion. |
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| S8. | Demonstrate the capacity to organise classroom activities and provide clear directions. |
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| S9. | Ability to critique a variety of Health Education academic literature. |
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| Application of knowledge and skills: |
| A1. | Select, critically evaluate and present a published year 7 - 10 Health Education resource. |
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| A2. | Design curriculum (unit plan, learning sequence, assessment strategies) consistent with current whole school Health curriculum, policies and framework and which incorporates the teaching of literacy and/or numeracy strategies, and teach a lesson trialling a range of teaching approaches and strategies. |
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| A3. | Write a position paper on a significant Health education issue that draws on recent peer reviewed scholarly publications. |
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| Unit Content: |
Topics to be covered
- Evolution of the Health Education learning area and health promotion from an historical, cultural and political perspective
- Health and human development needs of young people and the role of Health Education in their world
- What should be taught in school and when? - Legal, ethical, religious and cultural constraints; safe, responsible and ethical use of ICT
- The health educator - dispositions, knowledge and skills, values and hidden messages - how do I fit?
- Developing a safe, inclusive, engaging and educative Health Education classroom
- Contemporary teaching approaches and unit teaching practices in Health Education - e.g. strengths-based, harm-minimisation, critical inquiry, health literacy
- Exploring Health Education curriculum, policies and resources
- Selecting and using appropriate HE teaching and learning resources including digital technologies
- Unit and lesson planning for learning in Health Education
- Assessment and feedback in Health Education
- Whole-school health promotion and the place of Health Education and the health educator
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| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | | Select, critically evaluate and present a published year 7 - 10 Health Education resource | Resource evaluation and learning activity presentation | 10 - 20% | | 2. | | Design curriculum (unit plan, learning sequence, assessment strategies) consistent whole school Health curriculum, policies and framework and which incorporates the teaching of literacy and/or numeracy strategies, and teach a lesson trialling a range of teaching approaches and strategies. | Curriculum unit plan and teaching performance | 45 - 55% | | 3. | | Write a position paper on a significant Health Education issue that draws on recent peer reviewed scholarly publications. | Position Paper. | 25 - 35% |
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Professional Standards / Competencies: |
| | Standard / Competency | | 1. | Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial |
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| Attribute | Assessed | Level | | Professional Knowledge | | 1. Know students and how they learn | | | 1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. | | Yes | Advanced | | 2. Know the content and how to teach it | | | 2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | | Yes | Advanced | | | 2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence. | | Yes | Advanced | | | 2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | | Yes | Advanced | | | 2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | | Yes | Advanced | | | 2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | | Yes | Advanced | | Professional Practice | | 3. Plan for and implement effective teaching and learning | | | 3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | | Yes | Advanced | | | 3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | | Yes | Advanced | | | 3.3 Use teaching strategies
Include a range of teaching strategies. | | Yes | Advanced | | | 3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | | Yes | Advanced | | | 3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | | Yes | Advanced | | 4. Create and maintain supportive and safe learning environments | | | 4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities. | | Yes | Advanced | | | 4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions. | | Yes | Advanced | | | 4.4 Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. | | Yes | Advanced | | | 4.5 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. | | Yes | Advanced | | 5. Assess, provide feedback and report on student learning | | | 5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | | Yes | Advanced | | Professional Engagement | | 7. Engage professionally with colleagues, parents/carers and the community | | | 7.2 Comply with legislative, administrative and organisational requirements
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. | | Yes | Advanced | | | 7.4 Engage with professional teaching networks and broader communities
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. | | Yes | Advanced |
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