Learning Area Physical Education 2

Subject EDUC90468 (2012)

Note: This is an archived Handbook entry from 2012.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2012:

July, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


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:
Credit Points:
Corequisites: None
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


Miss Melanie Nash


Education 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:

  • explain key aspects of the Physical Education curriculum, assessment systems, and resource materials;
  • demonstrate the inter-relationship of Physical Education curriculum study and teaching;
  • appreciate the diversity of ability and culture evident in student populations in schools;
  • develop strategies, programs and resources that cater for the range of student abilities and interests in schools;
  • engage with technologies to enhance the quality of learning experiences in Physical Education.

There are 2 assessment tasks:

  • Literature review (3, 000 words) due end of semester (70%)
  • Poster presentation (1, 000 words equivalent) due end of semester (30%)

There are 2 hurdle requirements:

  • AustSwim certification
  • Level 2 first aid
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:
  • Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of change;
  • Be flexible and able to adapt to change thorough knowing how to learn; • Understand the significance of developing their practice on the basis of research evidence; • Work in teams with skills in cooperation, communication and negotiation;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have a conscious personal and social values base.
Related Course(s): Master of Teaching (Secondary)
Master of Teaching (Secondary)

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