edu4hhd health
HEALTH & HUMAN DEVELOPMENT METHOD: PREP TO 12
EDU4HHD
2015
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 the concepts, framework and learning outcomes, of the Physical, Personal and Social Learning strand of the Victorian Essential Learning Standards. 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
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Health and Human development VCE Study design | Prescribed | Victorian Curriculum and Assessment Authority. (2002) | VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY |
| Readings | Book of Readings | Recommended | Farrelly, C & Stockdale, M (compilers) | UNIVERSITY PRINTERY |
Graduate capabilities & intended learning outcomes
01. Plan learning sequences including lesson plans which are consistent with the AUSVELS or VCE guidelines and integrate concepts from a range of AUSVELS dimensions through the use of a variety of learning activities, resources, and materials to support learning, including the use of ICT
- Activities:
- VCE or AUSVELS unit of work (completed in pairs) Statement of philosophy of health teaching (min of 2000 words)
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 AUSVELS unit of work (completed in pairs) Statement of philosophy of health teaching (min of 2000 words)
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 AUSVELS unit of work (completed in pairs)
04. Identify and describe appropriate teaching and assessment strategies for the development of literacy and numeracy through health education
- Activities:
- VCE or AUSVELS unit of work (completed in pairs)
05. Describe key concepts, structure and developments in health education as part of a personal teaching philosophy.
- Activities:
- Practicum (hurdle)
Subject options
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Bendigo, 2015, All Year, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorCathleen Farrelly
Class requirements
WorkShop
One 2.0 hours workshop per week on weekdays during the day and delivered via face-to-face.
"Plus online learning"
Placement - Off Site
One 15.0 days placement - off site per study period on weekdays during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Philosophy of health teaching (min. of 2000 words) | 35 | 01, 02 | |
| Practicum Performance & Journal | Hurdle requirement - Secondary (compulsory)supervised teaching practice. Satisfactory participation and performance to defined exit standards are required tomeet the compulsory hurdle assessment. | 30 | 05 |
| VCE unit of work or VELS unit of work (min equiv of 2000 words) | 35 | 01, 02, 03, 04 |