Bachelor of Education (Health and Physical Education)

PASS STREAM

28 core subjects (224 points):

LIT101 Language and Text (for students who have not completed HSC English minimum Band 4 (Standard, English as a Second Language or Advanced))
EEP441 Reconceptualising Secondary Education
EHR109 Introduction to Sport and Exercise Behaviour
EHR114 Aquatics and Track & Field
EHR122 The Health and PE Professional 1
EHR125 Anatomy and Physiology for Health & Physical Education
EHR121 Movement Education and Gymnastics
EHR123 Contemporary Issues in Health
EHR124 Movement Education and Dance
EED442 Teaching for Learning
EHR214 Skill Acquisition
EMR441 Curriculum Method 1: Personal Development, Health & Physical Education
EED441 Constructions of Adolescence and their Educational Implications
EHR212 Young People's Health and Wellbeing: Perspectives and Pedagogies
EPT241 Professional Experience - Introduction to the Secondary Context
EHR219 Games, Sports and Contemporary Physical Activities
EHR202 Human Exercise Physiology
EPT441 Professional Experience 1
EHR215 Health and Physical Activity Promotion
EEP443 Aboriginal Perspectives for Secondary Education
EMR442 Curriculum Method 2: Personal Development, Health & Physical Education
EHR218 Biomechanics
EEL441 Literacies for Learning
EEP442 Cultural Politics of Education
EPT442 Professional Experience 2
EHR305 Young People and Health Advocacy
ESS441 Inclusive Learning & Teaching
EPT445 Professional Experience - Internship

Minor Pathways (40 points):

Applied Studies in Physical Activity minor:

EHR221 Conditioning and Physical Activity
EHR213 Applied Psychology for Sport and Exercise
Or
EHR120 Anatomy and Physiology for Human Movement II
EHR113 Growth, Development and Ageing
EHR217 Principles of Sports Coaching and Performance
EHR303 Contemporary Issues in Physical Activity

Mathematics minor:

EMM441 Curriculum Method 1: Mathematics
MTH101 Computer Aided Mathematics 1 with Applications
MTH102 Computer Aided Mathematics 2 with Applications
MTH203 Numerical Methods
MTH218 Multivariable Calculus

English minor:

EML441 Curriculum Method 1: English
LIT107 English Literature 1
LIT108 English Literature 2
LIT214 Australian Literature
LIT222 Contemporary Children's Texts
LIT316 Children's Fiction

Information, Communication and Technology minor:

EMT443 Curriculum Method 1: Information Technology
ITC105 Business and Technical Communication
ITC114 Database Management Systems
ITC182 Foundations of Information Technology
ITC242 Introduction to Data Communications

Geography minor:

EMH441 Curriculum Method 1: Society and Environment
GEO164 Earth System Processes
PKM105 People and Places
PKM302 The Philosophy of Outdoor Education
PKM307 Environmental Planning

History minor:

EMH441 Curriculum Method 1: Society and Environment
HST101 The Contemporary World 1
HST102 The Contemporary World 2
HST201 Colonial Australia
HST204 Twentieth Century Australia

Science minor:

BIO100 Concepts of Biology
EMS441 Curriculum Method 1: Science
Plus, either:
CHM104 Chemistry 1A
CHM107 Chemistry 1B
or
PHY101 Mechanics and Thermal Physics
PHY102 Electricity and Waves

HONOURS STREAM

Honours Pathway (56 points) will replace the Minor Pathway (40 points) thus increasing the student load by 16 points.

The Honours pathway will include the 28 core subject (224 points) plus the following 56 points of Honours subjects:

EER408 Educational Research: Methods and Practices (8 points)
EER409 Educational Research: Culture, Design and Development (8 points)
EEB415 Dissertation Proposal and Literature Review ( 8 points)
ERP405 Educational Honours Dissertation (P/T) (32 points).

Rationale for the inclusion of EEP441 Reconceptualising Secondary Education in Session 1 of enrolment pattern:

To ensure that all students have access to the curriculum in the subject, teaching and learning activities will be scaffolded. Likewise, assessment taks will be presented in such a manner where appropriate scaffolding will be made so that students will have adequate understanding of the task. As this subject occurs early in the course, topics have been designed to ensure they are delivered at a foundation level with commensurate learning support. The topics include issues on professional teaching standards, general issues about secondary schooling, issues about reflective practice and the ideas surrounding schooling in Australia.

Professional Experience Overview:

Professional Experience programs are a significant component of the course and have been developed as a co-operative partnership between the University and schools. The programs are administered through the Professional Experience Office by the Professional Experience Co-ordinator (academic member) and Professional Experience Liaison Officers (administrative member) of the School of Teacher Education.

The Bachelor of Education (Health and Physical Education) addresses contemporary issues in education and secondary schooling in particular. The program involves a series of developmentally appropriate school-based programs that provide opportunities for preservice teachers to demonstrate their professional growth as a teacher. The program addresses the current personal and professional demands on teachers - to be a colleague, a collaborative learner, to be a reflective problem solver, accepting the challenge to enhance the learning opportunities of students in complex learning environments and adjust to the demands of unfamiliar teaching environments while facilitating quality learning outcomes. Preservice teachers will be expected to take personal responsibility for the manner in which they accept the challenge and develop as a teacher and learner.

During professional experience placements the day-to-day mentoring and guidance of the preservice teachers is the responsibility of the Professional Associates (classroom teachers), initially selected from schools within Charles Sturt University's extensive geographical area. The Professional Associates are guided in their duties by the Professional Experience Handbook and Attachment and by university supervisors who make regular contact during the course of the program.

The professional preparation of a beginning teacher is more than the development of teaching aids and teaching techniques. Self-sufficiency, independence, flexibility of teaching styles, the ability to adapt to a variety of teaching and learning situations and a positive attitude towards continual development are considered essential qualities of teachers. Preservice teachers experience a diversity of teaching settings during the course, selected from a variety of schools in urban, regional, isolated and overseas communities, where appropriate. Indeed, coping effectively with diverse situations and diverse students is essential to the successful completion of pre-service preparation. The subjects are designed to assist a preservice teacher to make explicit connections between the campus and school-based components of the course.

Stages of Professional Experience:

The professional experience program has four major components beginning in Session Four and continuing into the final Session (Eight). These experiences are stand-alone subjects in that they do not have significant portions of academic load to be completed by preservice teachers. Staff allocated to the subject will have workload allocated to enable them to work more closely with schools.

The outcomes from the placement are assessed, by university staff and professional associates, as either Satisfactory or Unsatisfactory, using assessment profiles structured on increasing expectations across the four programs. The assessment profiles reflect a progression towards demonstration of the Standards requirements of a graduate teacher.

If a preservice teacher experiences difficulty achieving the expected outcomes on any individual placement, she/he will be supported through a Developmental Support Program. The program takes a variety of forms but may result in extra time being spent in the schools. A preservice teacher who fails to respond satisfactorily to the targeted support will be counselled by the Professional Experience Co-ordinator and Course Coordinator with a view to redirection of their career, or, in some cases, exclusion from the course.

Introduction to the Secondary Context (20 days):

Is the first subject and introduces students to the profession of teaching in a secondary context and enables them to examine their suitability for this profession through observation and application of emerging knowledge of teacher identities. It also explores teacher professionalism and the PDHPE Key Learning Area of the secondary curriculum. This is an academic subject with a 20 day in school placement.

Professional Experience 1 & 2 (25 days each):

These experiences take place in the middle of Session 5 and the end of Session 7, respectively. It is expected that students will complete at least one of the placements in a rural community. Preservice teachers will be required to successfully complete the professional experience program and submit a critical professional commentary for final terms of this subject.

As the preservice teacher's next placement is an internship, there is a requirement that she/he will be capable of demonstrating active engagement as a new professional and meet the accreditation requirements of the NSWIT in respect of Graduate Teaching Standards.

The Internship (25 days):

The Internship is the culmination of the professional experience program in this course. It is anticipated that preservice teachers will return to the same setting as Professional Experience 2 to enable him/her to build on their understanding and relationships developed in that context. The Internship serves as a phase of induction into the profession and broadens the conceptualisation of the school, its community and the profession.

In response to a Faculty decision, as from 2008 all teacher education professional experience subjects offered at CSU will have no extraneous assessment tasks other than that directly related to the final assessment as specified in the Professional Experience Assessment Profile in each subject.

Key Subjects

From 201030 the following key subjects will apply for both the Honours and Pass streams:

EHR122 The Health and PE Professional 1
EMR441 Curriculum Methods 1: PDHPE
EMR442 Curriculum Methods 2: PDHPE
LIT101 Language and Text

Enrolment pattern

PASS STREAM

Flexible Offering (Session 1 or 3)

LIT101 Language and Text*

* It is recommended that this subject be undertaken within the first two years of study.

YEAR 1

Session 1

EEP441 Reconceptualising Secondary Education
EHR109 Introduction to Sport and Exercise Behaviour
EHR114 Aquatics and Track & Field
EHR122 The Health and PE Professional 1

Session 2

EHR125 Anatomy and Physiology for Health & Physical Education
EHR121 Movement Education and Gymnastics
EHR123 Contemporary Issues in Health
EHR124 Movement Education and Dance

YEAR 2

Session 1

EED442 Teaching for Learning
EHR214 Skill Acquisition
EMR441 Curriculum Method 1: Personal Development, Health & Physical Education
[ ] Minor subject
Or
EHR221 Conditioning and Physical Activity

Session 2

EED441 Constructions of Adolescence and their Educational Implications
EHR212 Young People's Health and Wellbeing: Perspectives and Pedagogies
EPT241 Professional Experience - Introduction to the Secondary Context
[ ] Minor subject
Or
EHR213 Applied Psychology for Sport and Exercise
or
EHR120 Anatomy and Physiology for Human Movement II

YEAR 3

Session 1

EHR202 Human Exercise Physiology
EHR219 Games, Sports and Contemporary Physical Activities
EPT441 Professional Experience 1
[ ] Minor subject
Or
EHR113 Growth Development & Ageing

Session 2

EEP443 Aboriginal Perspectives for Secondary Education
EHR215 Health and Physical Activity Promotion
EHR218 Biomechanics
EMR442 Curriculum Method 2: Personal Development, Health & Physical Education

YEAR 4

Session 1

EEL441 Literacies For Learning
EEP442 Cultural Politics of Education
EPT442 Professional Experience 2
[ ] Minor subject
Or
EHR217 Principles of Sports Coaching and Performance

Session 2

EHR305 Young People and Health Advocacy
EPT445 Professional Experience - the Internship
ESS441 Inclusive Learning and Teaching
[ ] Minor subject
Or
EHR303 Contemporary Issues in Physical Activity

HONOURS STREAM

Flexible Offering (Sessions 1 and 3)

LIT101 Language and Text*

* It is recommended that this subject be undertaken within the first two years of study.

YEAR 1

Session 1

EEP441 Reconceptualising Secondary Education
EHR109 Introduction to Sport and Exercise Behaviour
EHR114 Aquatics and Track & Field
EHR122 The Health and PE Professional 1

Session 2

EHR125 Anatomy and Physiology for Health & Physical Education
EHR121 Movement Education and Gymnastics
EHR123 Contemporary Issues in Health
EHR124 Movement Education and Dance

YEAR 2

Session 1

EED442 Teaching for Learning
EHR202 Human Exercise Physiology
EHR214 Skill Acquisition
EMR441 Curriculum Method 1: Personal Development, Health & Physical Education

Session 2

EED441 Constructions of Adolescence and their Educational Implications
EEP443 Aboriginal Perspectives for Secondary Education
EHR212 Young People's Health and Wellbeing: Perspectives and Pedagogies
EPT241 Professional Experience - Introduction to the Secondary Context

YEAR 3

Session 1

EER408 Educational Research: Methods and Practices
EER409 Educational Research: Culture, Design and Development
EHR219 Games, Sports and Contemporary Physical Activities
EPT441 Professional Experience 1

Session 2

EEB415 Dissertation Proposal and Literature Review
EHR215 Health and Physical Activity Promotion
EHR218 Biomechanics
EMR442 Curriculum Method 2: Personal Development, Health & Physical Education

Session 3

ERP405 Educational Honours Dissertation (P/T) (16 points)

YEAR 4

Session 1

EEL441 Literacies For Learning
EPT442 Professional Experience 2
ERP405 Educational Honours Dissertation (P/T) (16 points)

Session 2

ESS441 Inclusive Learning and Teaching
EHR305 Young People and Health Advocacy
EEP442 Cultural Politics of Education
EPT445 Professional Experience - the Internship

Professional recognition

The Bachelor of Teaching (Secondary) course and the Bachelor of Education (Health and Physical Education) were submitted to the NSW Institute of Teachers for certification as appropriate pre-service secondary teaching qualifications (August 2007) and a response to matters required for final approval has been additionally submitted (March 2008).

The Bachelor of Education (Health and Physical Education) like all predecessor courses, will be recognised as a nationally accredited and registered tertiary degree which facilitates employment as a health and physical education teacher.