Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2014:Semester 2, 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.
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
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
Building on the skills developed in Physical Education 1 teacher candidates will engage in an in-depth exploration of the opportunities available for physical education study in the post-compulsory years, including VCE and vocational curricula. They will be expected to work collaboratively to develop, implement and evaluate teaching resources and authentic assessment materials for post16 students. It is expected that these materials will cater for a variety of learning styles, students’ interests, and where appropriate be enhanced by the integration of new technologies.
In addition teacher candidates’ will be encouraged to advance their understanding of the evolution of the physical education curriculum, through critical reflection on literature covering the historical and political issues that influence its structure and enactment in schools. A range of contemporary literature will be recommended and discussed during lecturers. Specific emphasis will be placed on the notion of difference in physical education and how we might develop programs that cater for the diversity of ability and culture evident in our school populations.
On completion of this subject, teacher candidates will be able to:
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
3.2 Plan, structure and sequence learning programs
3.6 Evaluate and improve teaching programs
4.1 Support student participation
4.4 Maintain student safety
5.1 Assess student learning
5.2 Provide feedback to students on their learning
7.4 Engage with professional teaching networks and broader communities
Design assessment task-post 16 (1000 words), due mid semester, 20 per cent
Project design and implementation (1500 words), individually scheduled, 40 per cent
Project evaluation and report (1500 words, due end of semester, 60 per cent
There are 2 hurdle requirements:
Collection of readings
VCE study Design for Physical Education
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
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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