EDF5141 · Health education in the secondary years A

Overview

This unit enables you to build strong historical, theoretical, curriculum and pedagogical foundations in the field of school-based health education. Through an examination of national and international education and health policies and relevant research literature, you will critically analyse how curriculum and pedagogical imperatives are both forged and enacted in diverse educational and professional contexts. Working collaboratively and independently, you will review, analyse, consolidate and synthesise your knowledge and skills as you work towards advancing your capacities in this field.

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

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate knowledge and understanding of the historical, philosophical, curriculum and pedagogical foundations of health education
2. demonstrate and apply knowledge and understanding to curriculum and lesson planning
3. plan and adjust as appropriate a variety of teaching strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
4. critically evaluate different health education programs and models that seek to influence young people's health
5. engage in critical explorations into health education practices and policies and apply this knowledge through various forms of research and curriculum development.

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.