Learning Area Health Education 2

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, 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 Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject extends teacher candidates’ thinking about what is best practice in health education. Teacher candidates will continue to formulate a personal teaching/learning philosophy as they think critically about the relationship between various models of health and theories of human development. A focus on community and global health allows teacher candidates to consider the changing nature of national health debates and the role of the teacher in offering a variety of perspectives around these debates.

Teacher candidates will explore in detail the mandated curriculum and will develop a range of student-centred programming, planning and teaching strategies specific to VCE Health and Human Development. Emphasis is placed on the importance of quality assessment to effective pedagogy. The subject will explore requirements for assessment and assists teacher candidates in designing and implementing an array of authentic, student-centred assessment strategies that cater for a variety of learning levels and styles.

Teacher candidates will continue to formulate strategies for helping secondary students become active agents of their own health and promoters of ‘good health’ within their individual communities.

On completion of this subject, teacher candidates will be able to:

• Show a broad understanding of the role that health education plays in creating health-promoting schools.
• Critically explore a number of global health- related issues and policies that impact on the lives of young people today and discuss strategies for harm minimisation.
• Explore a range of theories and critiques around the topic of human development.
• Analyse and design student-centred health education teaching resources and assessment tasks that cater for the learning needs of students at all levels.
• Integrate the tenets of the health promotion and social justice into both curricular programming and classroom praxis.

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

2.5 Literacy and numeracy strategies

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

3.6 Evaluate and improve teaching programs

4.1 Support student participation

4.2 Manage classroom activities

4.4 Maintain student safety

5.1 Assess student learning

There are 2 assessment tasks:

• Case Study (2000 words), due early semester, 50%
• Presentation (2000 words equivalent), due mid semester, 50%

This subject has a minimum hurdle requirement of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.

This subject is not available as a breadth subject.

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

• Work cooperatively in teams, skilled in communication and negotiation; effectively articulating the importance of Health Education;
• Plan, implement and critique mandated curriculum, drawing on a range of teaching practices to extend individual students’ learning and development
• Explain the role of literacy, numeracy and
• language in Health Education
• Be a self reflective teacher who can work constructively and innovatively through relationships with students, parents, colleagues and the community across a range of contexts
• Develop their teaching practice on the basis of research evidence;Be independent of mind, responsible, resilient, self-regulating and have a conscious personal and social values base.