HEALTH & HUMAN DEVELOPMENT METHOD: PREP TO 12

EDU4HHD

2018

Credit points: 15

Subject outline

In this subject students undertake a practical and theoretical study in Health Education curriculum from Prep to Year 12. Lectures and tutorials focus on the issues impacting on the design and implementation of Health Education curriculum, teaching and learning strategies including assessment and evaluation strategies. Students are introduced to relevant concepts, framework and learning outcomes, of the Victorian and Australian curriculums. Students are also introduced to the structure and content of the VCE Health and Human Development study design. Current texts and resources used in schools are examined. Students implement and critically evaluate the teaching of health education lessons whilst they are on teaching practicum.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorCathleen Farrelly

Available to Study Abroad StudentsNo

Subject year levelYear Level 4 - UG/Hons/1st Yr PG

Exchange StudentsNo

Subject particulars

Subject rules

PrerequisitesN/A

Co-requisites Student must be enrolled in course EBPHEB or EVEDB

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsHealth and Human development VCE Study designPrescribedVictorian Curriculum and Assessment Authority. (2002)VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY

Graduate capabilities & intended learning outcomes

01. Plan learning sequences including lesson plans which are consistent with the Australian/Victorian Curriculum or VCE guidelines and integrate concepts from a range of Australian/Victorian Curriculum dimensions through the use of a variety of learning activities, resources, and materials to support learning, including the use of ICT

Activities:
VCE or Australian/Victorian Curriculum unit of work (completed in pairs) Statement of philosophy of health teaching (min of 2000 words) Practicum Journal Practicum performance (hurdle)
Related graduate capabilities and elements:
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Plan relevant assessment and appropriate recording strategies that clearly assess progress in the skills and abilities developed through a planned learning sequence.

Activities:
VCE or Australian/Victorian Curriculum unit of work (completed in pairs) Statement of philosophy of health teaching (min of 2000 words) Practicum Journal Practicum performance (hurdle)
Related graduate capabilities and elements:
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

03. Provide relevant rationale for a planned learning sequence including justification for pedagogical approach, decisions made about learning activities and assessment strategies.

Activities:
VCE or Australian/Victorian Curriculum unit of work (completed in pairs) Statement of philosophy of health teaching (min of 2000 words) Practicum Journal Practicum performance (hurdle)
Related graduate capabilities and elements:
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

04. Identify and describe appropriate teaching and assessment strategies for the development of literacy and numeracy through health education

Activities:
VCE or Australian/Victorian Curriculum unit of work (completed in pairs) Practicum performance (hurdle)
Related graduate capabilities and elements:
Literacies and Communication Skills (Quantitative Literacy)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

05. Describe key concepts, structure and developments in health education as part of a personal teaching philosophy.

Activities:
Statement of philosophy of health teaching (min of 2000 words)
Related graduate capabilities and elements:
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

Subject options

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Start date between: and    Key dates

Bendigo, 2018, All Year, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorCathleen Farrelly

Class requirements

WorkShop Week: 10 - 39
One 2.0 hours workshop per week on weekdays during the day from week 10 to week 39 and delivered via face-to-face.
"Plus online learning Attendance at all workshops is compulsory. "

Placement - Off Site Week: 35 - 38
One 15.0 days placement - off site per study period on weekdays during the day from week 35 to week 38 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Philosophy of health teaching (1400 words)30 04, 05
Practicum Journal (1100 words)30 01, 02, 03, 04, 05
VCE unit of work or VELS unit of work (min equiv of 2000 words)40 01, 02, 03, 04
Practicum performanceHurdle requirement - Secondary (compulsory) supervised teaching practice. Satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment.