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 Health EducationUnit Code
HPE4020Year
2016Enrolment Period
1Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
School Health Education (HE) as a foundation for implementation of health promotion initiatives is the major focus of this unit. Issues that impact upon young peoples well-being, including risk-taking behaviour, will be examined. Students will be investigating effective and appropriate teaching strategies and sourcing and evaluating a range of curriculum documents and services for planning and teaching Health and Physical Education (HPE) in the integrated classroom. Structures, applications and effects of health promotion will be researched.
Prerequisite Rule
Students must pass 1 unit from either HPE1010 or HPE2240
Equivalent Rule
Unit was previously coded ERH2203
Learning Outcomes
On completion of this unit students should be able to:
- Critically analyse a range of relevant resources and community health agencies and their use and relevance in the teaching of HPE in schools.
- Demonstrate an understanding of the varied health needs of today's primary and early secondary students.
- Describe structure, applications and effects of health promotion.
- Discuss a range of health-related issues, including risk-taking behaviours, that impact upon young people's well being.
- Enlist a variety of strategies and teaching approaches to assist their students to make informed decisions about their own and others health.
- Plan, teach and evaluate sequences of lessons, with an emphasis on integration of the Health and Physical Education learning area with other learning areas.
- Use information technology to enhance HE teaching.
Unit Content
- Application of research and information technology in relation to teaching HE.
- Examination and evaluation of a range of HE curriculum models and teaching and assessment strategies.
- Health promotion issues such as school environment, school health services, health policy and involvement of the school community.
- National and international trends related to young peoples health issues and the theoretical underpinnings of particular approaches to HE.
- Overview and analysis of HE curriculum support materials and community health agencies.
- Planning and evaluating a series of health lessons for integrated HPE teaching.
- Practical activities and projects linked to specific health-related issues, including physical activity, nutrition, drug education, sexuality, environmental and social/emotional, in relation to appropriate teaching strategies and HPE curriculum development and teaching.
Additional Learning Experience Information
Lectures, seminars, discussions, practical workshops, ICT, peer teaching, group work, class presentations and problem based learning.
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| Type | Description | Value |
|---|
| Presentation | Oral presentation and report | 45% |
| Assignment | Resources and Strategies | 55% |
Text References
- ^ E Readings
- Australia Health Promoting Schools Association (2001). National framework for health promoting schools (2000-2003). National Health promoting Schools Initiative, Australia Health promoting Schools Association.
- Curriculum Council of Western Australia (1998). Curriculum framework. Perth: Author.
- Department of Health (2002). Growing and development healthy relationships. Perth: Author.
- DinanThompson (2009). Health and Physical Education: Issues for Curriculum in Australia and New Zealand. Melbourne: Oxford University Press.
- Hastie, P., & Martin, E. (2006). Strategies for promoting physical activity and fitness. In Teaching elementary physical education: Strategies for the classroom teacher. San Francisco, CA: Pearson Education, Inc., 397-430.
- Ridge, D., Northfield, J., St Leger, L., Marshall, B., Sheehan, M. & Maher, S. (2002). Finding a place for health in the primary school. In Australian Journal of Education, 46:1, 19-23.
- Locke, L. (1996). Dr Lewin's little liver patties: A parable about encouraging health lifestyles. Quest, 48 (3), 422-431.
- Milton, J. (2000). Sexuality education for the future. In The primary educator, 6:2, 3-14.
- Ollis, D. (2001) Talking sexual health: A teaching and learning resource for secondary schools Canberra: ANCAHRD.
- Strikwerda-Brown, J. (2007). Educating for life: Student and lecturer perceptions of the implementation of a Social, Emotional and Physical Health (SEPH) framework across an undergraduate teaching program. In Student Engagement. Proceedings of the 16th Annual Teaching Learning Forum, 30-31 January 2007. Perth: the University of Western Australia.
- Shepherd, R. (1995). Physical activity, fitness and health: The current consensus. Quest, 47 (3), 288-303.
- School Drug Education and Road Aware (2007) Challenges and choices: Early adolescence resource for resilience, drug and road safety education. East Perth, WA: School Drug Education and Road Aware.
- Tinning, R. (1995). Physical education and the cult of slenderness. A critique. ACHPER Journal 107, Autumn, 10-14.
- Kokonis, A. & Maginness, K. (1996). Teaching sexuality: A comprehensive activity based resource. North Blackburn, Victoria: Harper Schools.
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.
HPE4020|2|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 Health EducationUnit Code
HPE4020Year
2016Enrolment Period
2Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
School Health Education (HE) as a foundation for implementation of health promotion initiatives is the major focus of this unit. Issues that impact upon young peoples well-being, including risk-taking behaviour, will be examined. Students will be investigating effective and appropriate teaching strategies and sourcing and evaluating a range of curriculum documents and services for planning and teaching Health and Physical Education (HPE) in the integrated classroom. Structures, applications and effects of health promotion will be researched.
Prerequisite Rule
Students must pass 1 unit from either HPE1010 or HPE2240
Equivalent Rule
Unit was previously coded ERH2203
Learning Outcomes
On completion of this unit students should be able to:
- Critically analyse a range of relevant resources and community health agencies and their use and relevance in the teaching of HPE in schools.
- Demonstrate an understanding of the varied health needs of today's primary and early secondary students.
- Describe structure, applications and effects of health promotion.
- Discuss a range of health-related issues, including risk-taking behaviours, that impact upon young people's well being.
- Enlist a variety of strategies and teaching approaches to assist their students to make informed decisions about their own and others health.
- Plan, teach and evaluate sequences of lessons, with an emphasis on integration of the Health and Physical Education learning area with other learning areas.
- Use information technology to enhance HE teaching.
Unit Content
- Application of research and information technology in relation to teaching HE.
- Examination and evaluation of a range of HE curriculum models and teaching and assessment strategies.
- Health promotion issues such as school environment, school health services, health policy and involvement of the school community.
- National and international trends related to young peoples health issues and the theoretical underpinnings of particular approaches to HE.
- Overview and analysis of HE curriculum support materials and community health agencies.
- Planning and evaluating a series of health lessons for integrated HPE teaching.
- Practical activities and projects linked to specific health-related issues, including physical activity, nutrition, drug education, sexuality, environmental and social/emotional, in relation to appropriate teaching strategies and HPE curriculum development and teaching.
Additional Learning Experience Information
Lectures, seminars, discussions, practical workshops, ICT, peer teaching, group work, class presentations and problem based learning.
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| Type | Description | Value |
|---|
| Presentation | Oral presentation and report | 45% |
| Assignment | Resources and Strategies | 55% |
Text References
- ^ E Readings
- Australia Health Promoting Schools Association (2001). National framework for health promoting schools (2000-2003). National Health promoting Schools Initiative, Australia Health promoting Schools Association.
- Curriculum Council of Western Australia (1998). Curriculum framework. Perth: Author.
- Department of Health (2002). Growing and development healthy relationships. Perth: Author.
- DinanThompson (2009). Health and Physical Education: Issues for Curriculum in Australia and New Zealand. Melbourne: Oxford University Press.
- Hastie, P., & Martin, E. (2006). Strategies for promoting physical activity and fitness. In Teaching elementary physical education: Strategies for the classroom teacher. San Francisco, CA: Pearson Education, Inc., 397-430.
- Ridge, D., Northfield, J., St Leger, L., Marshall, B., Sheehan, M. & Maher, S. (2002). Finding a place for health in the primary school. In Australian Journal of Education, 46:1, 19-23.
- Locke, L. (1996). Dr Lewin's little liver patties: A parable about encouraging health lifestyles. Quest, 48 (3), 422-431.
- Milton, J. (2000). Sexuality education for the future. In The primary educator, 6:2, 3-14.
- Ollis, D. (2001) Talking sexual health: A teaching and learning resource for secondary schools Canberra: ANCAHRD.
- Strikwerda-Brown, J. (2007). Educating for life: Student and lecturer perceptions of the implementation of a Social, Emotional and Physical Health (SEPH) framework across an undergraduate teaching program. In Student Engagement. Proceedings of the 16th Annual Teaching Learning Forum, 30-31 January 2007. Perth: the University of Western Australia.
- Shepherd, R. (1995). Physical activity, fitness and health: The current consensus. Quest, 47 (3), 288-303.
- School Drug Education and Road Aware (2007) Challenges and choices: Early adolescence resource for resilience, drug and road safety education. East Perth, WA: School Drug Education and Road Aware.
- Tinning, R. (1995). Physical education and the cult of slenderness. A critique. ACHPER Journal 107, Autumn, 10-14.
- Kokonis, A. & Maginness, K. (1996). Teaching sexuality: A comprehensive activity based resource. North Blackburn, Victoria: Harper Schools.
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.
HPE4020|2|2
