Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:February, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 |
Total Time Commitment:
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
|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.
CoordinatorDr Daniela Acquaro, Ms Olivia Doherty
Call: 13 MELB (13 6352)
This subject introduces teacher candidates to the Victorian Certificate of Education (VCE) Health and Human Development and the Victorian Essential Learning Standards (VELS) strand, Physical, Personal and Social Learning and emphasises the role that health education plays in equipping secondary students with the knowledge and skills to take ownership of their personal health and wellbeing.
Teacher candidates will critically examine how definitions of ‘health’ are influenced by personal values and experiences, the media, public policy and school policies. They will explore the role of the teacher in helping school students to develop critical literacy and numeracy skills around issues pertaining to their health and wellbeing and discuss the ways in which a socially just health curriculum functions as a tool for public health promotion. Numeracy skills include: the analysis of Health statistics, data, graphs and describing trends and drawing conclusions, applying knowledge of percentages in representative data and skills of collecting, recording, interpreting and presenting health related data in a range of formats such as graphs, tables, posters and charts.
Teacher candidates will be introduced to subject-specific requirements around programming, assessment and classroom management. They will also create a variety of teaching and learning resources including unit and lesson plans, assessment tasks and various health promotional teaching tools.
On completion of this subject, teacher candidates will be able to:
The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
4.1 Support student participation
4.2 Manage classroom activities
5.1 Assess student learning
There are 2 assessment tasks:
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.
|Prescribed Texts:|| |
|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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