PHYSICAL EDUCATION METHOD: PREP TO 12
Credit points: 15
In this subject students are introduced to a theoretical basis and skill foundation in teaching physical education in a school setting. Emphasis is on qualities of an effective physical education teacher and physical teaching practices. Students have the opportunity to apply a range of knowledge and skills to development and evaluation of a P-10 physical education curriculum. The curriculum is linked to the concepts, framework and learning outcomes contained in the Physical, Personal and Social Learning strand of the Victorian Essential Learning Standards. This subject prepares beginner teachers to teach post-compulsory physical education. Students are introduced to the structure and content of the VCE Physical Education Study Design, and are provided with the knowledge and skills to plan, teach, assess and resource physical education.
SchoolSchool of Education
Subject Co-ordinatorCathleen Farrelly
Available to Study Abroad StudentsNo
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Co-requisites Student must be enrolled in course EBPHEB or course EBPOEB
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||EDU4PHE: Physical Education Teaching Method Readings||Prescribed||La Trobe University (2013)||BENDIGO: LA TROBE UNIVERSITY|
|Readings||Instructional Models for Physical Education (2nd ed.)||Recommended||Metzler, M.W. (2005)||SCOTTSDALE, AZ: HOLCOMB HATHAWAY PUBLISHERS|
|Readings||Learning to Teach: A primer for pre-service teachers||Recommended||Marland, P.(2007)||SYDNEY: PEARSON EDUCATION AUSTRALIA|
|Readings||Teaching Health and Physical Education in Australian Schools||Recommended||Tinning, R., McCuaig, L., & Hunter, L.,(Eds.)(2006)||SYDNEY: PEARSON EDUCATION AUSTRALIA|
Graduate capabilities & intended learning outcomes
01. Plan learning sequences and units which are consistent with curriculum statements, frameworks and assessment structures commonly used in schools.
02. Demonstrate a critical understanding of the pedagogical approaches, content, processes and skills of the content areas they intend to teach.
03. Be aware of the key concepts, structure and developments in their content areas.
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Bendigo, 2015, All Year, Blended
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorGary Crouch
One 2.0 hours lecture/workshop per week on weekdays during the day from week 10 to week 23 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.
"EBPHEB students only"
|Article analysis||20||02, 03|
|Practicum Performance & Journal (as assessed by supervisors and visiting Lecturers reports)||Hurdle requirement - Secondary (compulosry) supervised teaching practice. Satisfactory participation and performance to defined exit standards are reqired to meet the compulsory hurdle assessment.||30||01, 02|
|Unit of Work||50||01|