units

EDF3072

Faculty of Education

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This unit entry is for students who completed this unit in 2016 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Faculty

Education

Coordinator(s)

Professor Dawn Penney

Offered

Peninsula

  • First semester 2016 (Day)

Synopsis

This unit encourages students to explore their own capacity as leaders who can respond to education priorities whilst effectively negotiating competing interests and agendas associated with health and physical education (HPE). Students are challenged to consider their role as ethical leaders and change makers, and plan what resources, support, networks and ongoing professional learning they may need to progress performance. The unit engages students in critical reflection to explore current dominant policies and pedagogies within HPE and how these may shape and influence their practice. It prepares students to engage professionally with colleagues, parents/carers and the community with an understanding of the overarching legislative, administrative and organisational policies and processes. In doing so, it supports students to better understand the processes of changing practice within HPE at a policy, school and individual level. Case study and workshop activities examine relations that exist within the education context. Barriers and opportunities to initiating and sustaining change are critiqued and unpacked using various theoretical lenses.

Outcomes

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

  1. understand theory and policies that relate to school education, including the field of HPE, in order to understand their influence on leadership and change and apply these to their pedagogical practice
  2. demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners, positioned to become future leaders in HPE and education in school and community settings
  3. engage with relevant professions, colleagues and communities to become ethical leaders and practitioners who can critically respond to educational priorities
  4. apply responses to educational priorities that comply with various legislative, administrative and organisational policies and processes
  5. demonstrate understanding of and commitment to network development and continued professional learning to improve HPE practice.

Assessment

Narrative essay (1200 words, 30%)
Case study report (2800 words equivalent, 70%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops: 24 hours over the semester

(b.) Additional requirements:

  • Independent study to make up the minimum required hours per semester including engaging with online material, readings, revision, assignment work and other study

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study