TESP720-18C (HAM)

Secondary Curriculum: Health Y7-13

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Kirsten Petrie

Kirsten Petrie
6544
TT.6.05C
To be advised
kirsten.petrie@waikato.ac.nz

Lecturer(s)

Jenny Robertson

Jenny Robertson
7879
TG.1.02
To be advised
jenny.r@waikato.ac.nz

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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Overview of the paper - Te hōtaka whānui

This paper will focus on:

  • Understanding health education as a subject in The New Zealand Curriculum (2007). This includes consideration of the way the underlying concepts (hauora and wellbeing, the socioecological perspective, attitudes and values, and health promotion) are applied to the key areas of learning (sexuality education, mental health, and food and nutrition).
  • Pedagogical approaches that develop student knowledge and critical thinking in health education.
  • Using the teaching as inquiry approach to plan student learning programmes, and to monitor and evaluate teaching effectiveness. This includes programme design and unit planning, as well as lesson planning, and assessment for and of learning.
  • NCEA qualifications and learning pathways in health education.
  • Consideration of the ways health education may contribute to whole school approaches to supporting and promoting student well-being.

This paper provides opportunities for participants to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education, graduate profile and academic rationale and goals, particularly those that relate to the purposes, principles, practices, and issues related to health and physical education. This paper also provides opportunity for the development of professional knowledge, practice, values, and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand.

See https://educationcouncil.org.nz/content/graduating-teacher-standards

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Paper Structure

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The paper will run weekly around practicum times, an through out the whole year. Check your week by week schedule in Moodle if you are unclear of what you have each week.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Develop knowledge and understanding of the way the underlying concepts of the HPE learning area (NZC, 2007) shape health education knowledge in a range of well-being contexts including:
    • mental health and resilience,
    • sexuality education,
    • alcohol and other drugs;
    Linked to the following assessments:
  • Develop knowledge and understanding of a variety of pedagogical approaches that support student learning in health education;
    Linked to the following assessments:
  • Develop knowledge and understanding of the way the teaching as inquiry approach including how:
    • it is s used to design and plan teaching and learning programmes in health education,
    • this approach (inclusive of a range of assessment methods) is used to monitor and evaluate effectiveness of teaching, and the learning programme.
    Linked to the following assessments:
  • Develop knowledge and understanding of the overall structure of the NCEA health education Achievement Standard matrix and how knowledge develops in depth and breadth across the NCEA levels;
    Linked to the following assessments:
  • Develop knowledge and understanding of a selection of health education resources and how to use and adapt them to meet learner needs;
    Linked to the following assessments:
  • Develop knowledge and understanding of whole school approaches to the promotion of well-being in schools and the potential for health education within this.
    Linked to the following assessments:
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Assessment

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All assessments are compulsory.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assessment One
6 Apr 2018
11:30 PM
35
  • Online: Submit through Moodle
✔
2. Assessment Two
2 Aug 2018
1:00 PM
40
  • In Class: In Tutorial
✔
3. Assessment Three
2 Nov 2018
11:30 PM
25
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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You can access the readings materials through the link on the moodle page

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Recommended Readings

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Please see information under Required Readings.
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Online Support

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Online support will be offered via Moodle.
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Workload

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This paper has an expected workload for TESP720 of 57 in-class hours and 149 additional independent study/work hours. These 200 hours are a University-wide requirement.

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Linkages to Other Papers

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This paper has links to TESP718 / TESP147 Curriculum Physical Education Years 7-10 through the shared conceptual basis of The New Zealand Curriculum and a range of pedagogies and models that are used in physical education at any level. There are also links to the Diploma of Teaching and Bachelor of Teaching (Secondary).

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Prerequisite(s)

Students must have completed papers at 300 level in a subject that supports the teaching of Health in secondary schools.

Corequisite(s)

Equivalent(s)

Restriction(s)

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