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  2. Teaching Secondary Health Education [HPE3101]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching Secondary Health Education

  • Unit Code

    HPE3101

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

An introduction to contemporary issues, knowledge and skills required to engage and teach in Health Education in secondary schools. Emphasis will be placed on the nature and purpose of Health Education in schools, and its role in the broader delivery of outcomes from the Health and Physical Education (HPE) Learning Area. Students will pay specific attention to best practice models of teaching and learning in Health Education, and utilise these to plan effective curriculum and lessons in the classroom.

Equivalent Rule

Unit was previously coded PHE2103, PHE4212

Learning Outcomes

On completion of this unit students should be able to:

  1. Design outcomes based curriculum and unit plans in specific Health Education contexts.
  2. Discuss the place of Health Education in the Health and Physical Education (HPE) learning area.
  3. Evaluate and use best practice models of teaching and learning, through a variety of Health Education contexts.
  4. Identify contemporary delivery modes usedin Health Education.
  5. Plan, teach and evaluate lessons from an outcomes-based perspective.

Unit Content

  1. Best practice models and resources in Health Education and their links to the Curriculm Framework Principles of Teaching, Learning and Assessment
  2. Contextual outcomes based approaches to Health Education.
  3. Planning teaching and learning units and lessons in Health Education.
  4. The current state of Health Education in WA secondary schools, including the Health Studies Course of Study.
  5. The nature and purpose of Health Education.

Additional Learning Experience Information

Lectures, practical workshops and web-based support.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentCurriculum planning assignment40%
AssignmentLesson Planning assignment40%
Tutorial PresentationTeaching stratagies presentatiion20%

Text References

  • ^ School Drug Education and Road Aware (In Press). Challenges and Choices: An early adolescence resource for resilience, drug and road safety. (1st ed.). Perth, WA.
  • ^ Curriculum Council of WA. (2005). Curriculum framework progress maps and curriculum guides - health and physical education. Perth, WA.
  • Tinning, R. McCuaig, L. & Hunter, L. (2006). Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Pearson.
  • Siedentop, D. & Tannehill, D. (2000). Developing teaching skills in physical education. (4th ed.). Mountain View, CA: Mayfield.
  • School Drug Education and Road Aware. (2004). Keys for Life. Perth, WA.
  • National Drug Research Institute. (1997). School health and alcohol harm reduction project (SHAHRP). WA: Curtin University.
  • Corbin,B.& Lindsay,R. (2005). Fitness for life. (5th ed.). Champaign, IL: Human Kinestics.
  • The Child Health Promotion Research Unit (CHPRU). (2006). Friendly Schools and Families. WA: Edith Cowan University.
  • Western Australian Department of Health. (2004). Growing and developing healthy relationships. www.population.health.wa.gov.au/communicable/gdhr.cfm.
  • Department of Education, Science and Training. (2006). L.E.A.D - Leading education about drugs. www.redi.gov.au.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HPE3101|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching Secondary Health Education

  • Unit Code

    HPE3101

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

An introduction to contemporary issues, knowledge and skills required to engage and teach in Health Education in secondary schools. Emphasis will be placed on the nature and purpose of Health Education in schools, and its role in the broader delivery of outcomes from the Health and Physical Education (HPE) Learning Area. Students will pay specific attention to best practice models of teaching and learning in Health Education, and utilise these to plan effective curriculum and lessons in the classroom.

Equivalent Rule

Unit was previously coded PHE2103, PHE4212

Learning Outcomes

On completion of this unit students should be able to:

  1. Design outcomes based curriculum and unit plans in specific Health Education contexts.
  2. Discuss the place of Health Education in the Health and Physical Education (HPE) learning area.
  3. Evaluate and use best practice models of teaching and learning, through a variety of Health Education contexts.
  4. Identify contemporary delivery modes usedin Health Education.
  5. Plan, teach and evaluate lessons from an outcomes-based perspective.

Unit Content

  1. Best practice models and resources in Health Education and their links to the Curriculm Framework Principles of Teaching, Learning and Assessment
  2. Contextual outcomes based approaches to Health Education.
  3. Planning teaching and learning units and lessons in Health Education.
  4. The current state of Health Education in WA secondary schools, including the Health Studies Course of Study.
  5. The nature and purpose of Health Education.

Additional Learning Experience Information

Lectures, practical workshops and web-based support.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentCurriculum planning assignment40%
AssignmentLesson Planning assignment40%
Tutorial PresentationTeaching stratagies presentatiion20%

Text References

  • ^ School Drug Education and Road Aware (In Press). Challenges and choices: An early adolescence resource for resilience, drug and road safety. (1st ed.). Perth, Australia: Author.
  • The Child Health Promotion Research Unit (CHPRU). (2006). Friendly Schools and Families. WA: Edith Cowan University.
  • Tinning, R. McCuaig, L. & Hunter, L. (2006). Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Pearson.
  • Siedentop, D. & Tannehill, D. (2000). Developing teaching skills in physical education. (4th ed.). Mountain View, CA: Mayfield.
  • School Drug Education and Road Aware. (2004). Keys for life. Perth, Australia: Author.
  • National Drug Research Institute. (1997). School health and alcohol harm reduction project (SHAHRP). Perth, Australia: Curtin University.
  • Corbin,B., & Lindsay,R. (2005). Fitness for life. (5th ed.). Champaign, IL: Human Kinestics.
  • Western Australian Department of Health. (2004). Growing and developing healthy relationships. www.population.health.wa.gov.au/communicable/gdhr.cfm.
  • Department of Education, Science and Training. (2006). L.E.A.D - Leading education about drugs. www.redi.gov.au.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HPE3101|1|2