EDF2075 · Planning, teaching and learning in health and physical education

Overview

This unit develops and enhances your Health and Physical Education (HPE) teaching practice. With its focus on the art of planning effective, learner centred teaching and learning experiences that are goal oriented, developmentally sequenced, and content specific the unit begins by making key curriculum connections and ends with opportunities to design, plan and share shifts in practice over time. Central to this is the exploration of the various dimensions of the teaching and learning cycle as it pertains to HPE including setting learning goals, making content choices, scaffolding and sequencing learning episodes, engaging learners to maximize learning opportunities, building pedagogical and assessment knowledge, and cultivating reflective and feedback skills. You will also examine strategies for teaching numeracy and literacy within HPE contexts. In this unit, careful consideration will be given to your needs in your role as a policy actor who has the potential to influence and challenge the discipline and their contexts through effective planning for teaching and learning in HPE.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. identify and explain the importance of a futures orientation to curriculum policy reform and your role as a policy actor in health and physical education change
2. articulate and devise strategies to implement key curriculum priorities in health and physical education in primary and/or secondary school settings
3. display curriculum navigation skills that connect policies, practices and theories to your professional and/or pedagogical practices
4. apply principles of effective planning in order to design effective health and physical education learning programs and sequences that synthesise curriculum, pedagogy, and assessment
5. collect and display evidence of the ongoing development of research and professional teaching practice skills
6. communicate ideas to others using an appropriate range of verbal and nonverbal communication strategies and collaborative techniques.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.