Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:July, Parkville - 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. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Prerequisites:|| You must have successfully completed the following subject/s prior to enrolling in this subject |
Study Period Commencement:
|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 Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
CoordinatorMiss Melanie Nash
ContactEducation Student Centre
|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) |
Master of Teaching (Secondary)
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