EDF3071 - Community development and partnerships - 2018

This unit develops students' understanding of how community partnerships can assist teachers to examine a range of health information, products, services and policies, and evaluate their impact on individual and community health, wellbeing, safety and physical activity within their local and wider communities. The unit draws upon theoretical understandings of the terms community and partnerships to prepare educators as knowledge brokers, capable of negotiating community resources and learning collaborations, including for example with local government, sporting organisations and digital communities of practice. There is an emphasis on how to develop respectful, mutually beneficial partnership with a particular focus on working with First People's/Indigenous & Aboriginal and Torres Strait Islander communities. The unit introduces innovative teaching and learning approaches that adopt partnership models within health and physical education. Planning for quality community partnerships enables students to continue to develop their professional practice and identity as teachers, and make connections between curriculum, teaching, learning and communities.

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

1. analyse key policies and documents relating to partnerships including those associated with the Australian Curriculum, and show how they promote or constrain community-based collaborations that accommodate the diverse needs of learners
2. describe the strategies required to build respectful partnerships with First People's communities
3. embed First People's histories, cultures and languages within curriculum and pedagogy
4. evaluate contemporary curriculum approaches that adopt community partnerships to ensure educative value and compliance with a range of regulatory frameworks
5. critically articulate how schools can promote community-based learning through educative experiences with multiple learning partners, including parents/carers, and community professionals, through face-to-face interactions and the use of information and communication technologies (ICTs) such as social media.

Case study (1600 words equivalent, 40%)

Presentation (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours per semester
2. Additional requirements:
   • independent student work engaging with online material, readings, revision, assignment work and other study

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education