Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject is not offered in 2014.
|Time Commitment:||Contact Hours: 36 Hours |
Total Time 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.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:|| |
|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 Overview, Objectives, 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 the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
This subject explores the planning, teaching and assessing of physical education for years foundation to 10. Teacher candidates will use theories of physical education and relevant areas of AusVELS to engage in planning, assessing and understanding health and physical activity. Tutorials and practical classes will enhance teacher candidates’ knowledge and understanding about opportunities for developing students’ knowledge and skills in physical education.
Learning and assessment activities will engage teacher candidates in a mixture of group and individual activities. Specific modules of this course will include: the intended and the enacted PE curriculum, program planning, pedagogical models, assessment, differentiation, inclusivity, and health issues.
Broader issues of student development will include physical, social, moral and cultural concepts associated with the promotion of a student-centred approach to teaching. All of these issues will be explored and analysed within the physical education context.
By the end of this subject teacher candidates will have foundational skills and knowledge of physical education that will enable them to plan and deliver an effective program.
Please note that this subject does not provide sufficient points to enable students to be classified as physical education specialists according to the Victorian Institute of Teaching guidelines.
Students should be able to:
|Prescribed Texts:|| |
A reader will be available from the University bookshop.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Knowledgeable across disciplines:
Leaders in communities:
Attuned to cultural diversity:
Master of Teaching (Primary) |
Master of Teaching (Secondary)
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