Note: This is an archived Handbook entry from 2009. Search for this in the current handbook
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2009:Semester 2, - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours total commitment
|Prerequisites:||460-599 Learning Area Physical Education 1|
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorMiss Melanie Jane Nash
|Subject Overview:||This subject aims to advance teacher candidates’ understanding of the development of the Physical Education curriculum, by raising their awareness of historical and political factors that have influenced the structure of the PE curriculum and its enactment in schools. Teacher candidates will be expected to critically reflect on literature covering a range of contemporary issues based on the notion of difference in physical education. Through group discussion in workshops and investigation in the school setting, teacher candidates will suggest how these issues might contribute to the development of programs which will cater for the diversity of ability and culture evident in current school populations. In conjunction with this, teacher candidates will engage in an in-depth exploration of the VCE study design and develop a range of student-centered teaching strategies and assessment materials for VCE. These materials will cater for students’ interests and, where possible, be enhanced by the integration of new technologies.|
On completion of this subject, teacher candidates will be able to:
There are 2 assessment tasks:
There are 2 hurdle requirements:
|Prescribed Texts:||Collection of readings|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to: |
Master of Teaching (Secondary) |
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