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 Education 2Unit Code
PHE4264Year
2016Enrolment Period
1Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit is designed to extend the student's understanding of the principles of outcomes based planning, teaching, learning and monitoring student achievement in health education, and in the broader context of the Health and Physical Education (HPE) learning area.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Learning Outcomes
On completion of this unit students should be able to:
- Analyse traditional and contemporary HPE curriculum models, programmes and resources, specifically in the context of Health Education.
- Describe and analyse policy and regulatory framework requirements in Health Education.
- Develop assessment strategies for monitoring student outcomes, in the context of Health Education.
- Plan and implement contextualised Health Education programmes.
- Plan and implement curriculum models and classroom deliver strategies to improve quality and effectiveness in HPE, specificially in the context of Health Education.
Unit Content
- Adherence to policy and systemic guidelines.
- Examination of outcomes based education, planning and organisation.
- Examples of teaching strategies that contribute to effective teaching in health education.
- Major features of effective teaching in health education.
- Monitoring and assessment of student outcomes in lessons, units and programs.
- Planning for outcomes in HPE, with specific reference to Health Education.
- Resource utlisation in the teaching environment with respect to health education.
- Techniques for establishing quality class and student involvement in learning experiences in health education.
Additional Learning Experience Information
Lectures, practical workshops and teaching experiences.
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 |
|---|
| Assignment | Assignment | 60% |
| Examination | Examination | 40% |
Text References
- ^ Curriculum Council of Wstern Australia. (1998). An introduction to the curriculum framework: A guide for school based curriculum planning. Perth: Author.
- ^ Curriculum Council of Western Australia. (1998). Curriculum framework. Perth: Author.
- School Drug Education Project (1999). Drug Education K-12 Teacher Support Package: Drug education for middle childhood (typically years 3-7). Perth: Success Print.
- School Drug Education and Road Aware (2006). Challenges and Choices. Perth: SDERA,
- Read, D.A., & Greene, W.H. (1980). Creative teaching in health (3rd ed.). New York: MacMillan.
- Masters, G., & Forster, M. (1996). Developmental assessment: Assessment resource kit. Melbourne: ACER.
- Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (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.
- Curriculum Council of Western Australia (2005). Curriculum Framework Curriculum Guide-Health and Physical Education. Perth, WA: Author.
- Curriculum Council of Western Australia (2005). Curriculum Framework Progress Maps-Health and Physical Education. Perth, WA: Author.
- School Health Coalition of Western Australia (1997). Why teach school health education? A rationale. Perth, WA: School Health Coalition of Western Australia.
- Masters, G., & Forster, M. (1996). Portfolio: Assessment resource kit Melbourne, Acer.
- Corbin, B., & Lindsey, R. (2002). Fitness for life. Glenview, IL: Scott, Foresman-Addison-Wesley.
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.
PHE4264|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 Health Education 2Unit Code
PHE4264Year
2016Enrolment Period
2Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit is designed to extend the student's understanding of the principles of outcomes based planning, teaching, learning and monitoring student achievement in health education, and in the broader context of the Health and Physical Education (HPE) learning area.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Learning Outcomes
On completion of this unit students should be able to:
- Analyse traditional and contemporary HPE curriculum models, programmes and resources, specifically in the context of Health Education.
- Describe and analyse policy and regulatory framework requirements in Health Education.
- Develop assessment strategies for monitoring student outcomes, in the context of Health Education.
- Plan and implement contextualised Health Education programmes.
- Plan and implement curriculum models and classroom deliver strategies to improve quality and effectiveness in HPE, specificially in the context of Health Education.
Unit Content
- Adherence to policy and systemic guidelines.
- Examination of outcomes based education, planning and organisation.
- Examples of teaching strategies that contribute to effective teaching in health education.
- Major features of effective teaching in health education.
- Monitoring and assessment of student outcomes in lessons, units and programs.
- Planning for outcomes in HPE, with specific reference to Health Education.
- Resource utlisation in the teaching environment with respect to health education.
- Techniques for establishing quality class and student involvement in learning experiences in health education.
Additional Learning Experience Information
Lectures, practical workshops and teaching experiences.
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 |
|---|
| Assignment | Assignment | 60% |
| Examination | Examination | 40% |
Text References
- ^ Curriculum Council of Wstern Australia. (1998). An introduction to the curriculum framework: A guide for school based curriculum planning. Perth: Author.
- ^ Curriculum Council of Western Australia. (1998). Curriculum framework. Perth: Author.
- School Health Coalition of Western Australia (1997). Why teach school health education? A rationale. Perth, WA: School Health Coalition of Western Australia.
- School Drug Education Project (1999). Drug Education K-12 Teacher Support Package: Drug education for middle childhood (typically years 3-7). Perth: Success Print.
- School Drug Education and Road Aware (2006). Challenges and Choices. Perth: SDERA,
- Read, D.A., & Greene, W.H. (1980). Creative teaching in health (3rd ed.). New York: MacMillan.
- Masters, G., & Forster, M. (1996). Developmental assessment: Assessment resource kit. Melbourne: ACER.
- Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (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.
- Curriculum Council of Western Australia (2005). Curriculum Framework Curriculum Guide-Health and Physical Education. Perth, WA: Author.
- Corbin, B., & Lindsey, R. (2002). Fitness for life. Glenview, IL: Scott, Foresman-Addison-Wesley.
- Curriculum Council of Western Australia (2005). Curriculum Framework Progress Maps-Health and Physical Education. Perth, WA: Author.
- Masters, G., & Forster, M. (1996). Portfolio: Assessment resource kit Melbourne, Acer.
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.
PHE4264|1|2
