EDF2071 - Interdisciplinary approaches to health and physical education - 2017

This unit explores how educators come to understand and appreciate the complex connections across health and physical education (HPE), curriculum learning areas and more broadly in relation to educational priorities. Students investigate key priorities in primary and secondary education connected to the Australian and Victorian curricula and in relation to the professional standards of the Australian Institute for Teaching and School Leadership (AITSL). The unit explores the cross-curriculum priorities of Asia and Australia's engagement with Asia, Aboriginal and Torres Strait Islander peoples, histories and cultures, and education for sustainability, as well as relevant general capabilities. This investigation is contextualised within a broad whole-school as well as specific HPE context. Students draw upon interdisciplinary knowledge developed in first year to explore exemplars of policies and practice as they continue to build knowledge of varied approaches to HPE in the school and community. Students examine the general capabilities including literacy, numeracy and ICT with a focus on those relevant to HPE in Victorian schools and the way they inform teaching and learning in schools. Through combining theory and practice across discipline areas, students continue to enhance their understanding of the wider educational settings, cross-curricular priorities, general capabilities and other programming and planning priorities in HPE.

Upon successful completion of this unit students should be able to:

1. display increasingly advanced skills, knowledge and capabilities in programming and planning across schools and curriculum areas in relation to HPE
2. articulate and devise strategies to implement key priorities in primary and secondary school settings
3. reflect upon and examine the ways in which relevant policies, practices and theories connect to their pedagogical practice
4. identify and deploy relevant general capabilities including literacy, numeracy and the use of ICT for teaching and learning
5. collect and display evidence of the ongoing development of Monash graduate attributes, research and professional teaching skills.

Case-study responses (2400 words, 60%)

Planning, practice and reflection task (1600 words equivalent, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Dr Karen Lambert

Primary and secondary health and physical education

Secondary health and physical education