Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This is the initial unit in a series of three Health Education Curriculum units. During this unit you will be introduced to current health education syllabus and curriculum documents with a specific focus on the Queensland education system. This unit plays an important role in developing confidence and competence in classroom practice, management skills and resource development. Professional practice, which is undertaken as a four week block within the semester of Health Education Curriculum Studies I, provides further opportunities to apply, practice and develop teaching skills.

Aims

The aim of this unit is to facilitate your growth as a pre-service teacher, one who is able to develop different approaches and strategies for teaching and learning. You will be provided with opportunities to produce health education curriculum resources suitable for a school context.

Objectives

On successful completion of this unit, you should be able to:

1. Articulate and justify through a range of supporting evidence, appropriate health topics, concerns and issues suitable for and relevant to students in the final two years of the middle phase of learning (QCT Standard 1).



2. Demonstrate developing competence in designing and implementing health education learning experiences and lesson plans incorporating inquiry based, cooperative and independent approaches to teaching and learning (QCT Standard 3).



3. Design and implement learning experiences that attempt to engage learners, accommodate for different learning styles, are matched to a school context and accompanied by an appropriate range of supporting materials and resources (QCT Standards 1, 3, 4 & 6).



4. Understand the nature and scope of health education syllabus documents used within the Queensland education system and apply conceptual frameworks that underpin health education, including the Social View of Health and The Ottawa Charter for Health Promotion (QCT Standards 2, 4 & 6).

Content

Content to be addressed during the unit will include:

1. A review of the conceptual frameworks that underpin current curriculum documents and approaches to health education, particularly within the Queensland context;


2. Introduction to health education syllabi and curriculum documents;


3. Organisation, management and planning of health education lessons for students in the final two years of the middle phase of learning (years 8 and 9);


4. A range of learner-centred pedagogical approaches including inquiry based learning and productive pedagogies;


5. A range of strategies and approaches for teaching and learning including; cooperative and collaborative approaches, individual thinking skills, preferred learning styles, Gardner's theory of multiple intelligences and Bloom's Taxonomy of Learning Domains;


6. Classroom and behaviour management strategies.

Approaches to Teaching and Learning

Teaching approaches include a selection from lectures, tutorials, demonstrations, micro teaching and clinical discussion, and whole class, small group and individual learning periods. Reflection and autonomous learning are encouraged through the implementation of this unit.

Assessment

The unit coordinator and tutors will be available in person at specified times or via email to answer questions from students. Activities related to key concepts will be conducted in tutorials to help student understanding. Tutors will observe student participation in group and individual activities during tutorials and attempt to engage all students in substantive conversation during the semester.

Assessment name: Essay
Description: An essay which defines a contextualised health issue and reviews a range of literature to support and justify a health education teaching focus for a year 8 or 9 secondary school class.
Relates to objectives: 1 & 4
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Early Semester

Assessment name: Demonstration
Description: A micro-teaching experience requiring the planning and presention of a segment from a year 8 or 9 secondary school health education lesson. The micro-teaching episode should be structured around an inquiry question, demonstrate a classroom thinking strategy and the learning experience should encourage active participation by a peer audience.
Relates to objectives: 2 & 3
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Assessment name: Professional plan
Description: Develop a health education teaching module for a year 8 or 9 secondary school class including lesson plans and resources. Templates and other resources will be explored during HMB292 classes to assist with preparation for this task.
Relates to objectives: 2, 3 & 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Late Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

The following resources are required for this unit:

Frangenheim, E. (2006). Reflections on classroom thinking strategies. Loganholme: Rodin Educational Publishing.

Queensland University of Technology. (2008). QUT cite|write: Your introductory guide to citing, referencing and academic writing at QUT. Brisbane: Queensland University of Technology.

In addition to these materials, some resources will need to be downloaded from the Queensland Studies Authority website. Further information will be provided during the semester.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 24-Oct-2012