Use the Tab and Up, Down arrow keys to select menu items.
This course specifically examines issues and current curriculum documents in Health and Physical Education. It explores learning and teaching approaches for Health Education, and introduces resources appropriate for supporting Health Education programmes in secondary schools. Students examine the impact of their own attitudes, values and actions and those of others in the development of effective relationships in a range of contexts. They will learn effective ways of working with school students to encourage the strengthening of personal identity, a positive sense of self worth and the development of a range of interpersonal skills. This is a compulsory course for all students majoring in Health Education and will contribute to a minor in Health Education.
On the successful completion of this course, participants will be able to:Demonstrate understanding of the theoretical concepts underpinning current curriculum documentsDemonstrate understanding of the conceptual framework and structure within The New Zealand Curriculum (2007) and the Health and Physical Education in the New Zealand Curriculum (1999).Demonstrate an understanding of current pedagogical practices appropriate for health education contexts Through participation in class clarify their attitudes and values, and demonstrate awareness of the attitudes and values of others, including bicultural (tikanga Maori) and multicultural perspectives in a range of health education contextsDemonstrate their knowledge and understanding of the principles of effective drug education in schoolsDevelop and articulate interpersonal skills for effective teaching and learning in health education.Identify and critique a range of resources including relevant e-learning technologies and community agencies available for support in health education Demonstrate an understanding of appropriate methods of evaluation and assessment relevant to secondary school health education.Plan a unit of work in health education based on the conceptual and structural framework presented in The New Zealand Curriculum (2007) and Health and Physical Education, in the New Zealand Curriculum (1999). Demonstrate an understanding of the of the health promotion process which supports the physical and emotional environments in classrooms, whole schools, communities and society.
TEPE101 or EDPE161 or Subject to approval of Head of School
EDHL302, EDHL303
Tracy Clelland
Ministry of Education; Drug Education; A Guide for Principals and Boards of Trustees ; Wellington, NZ: Learning Media, 2000.
Ministry of Education; The curriculum in Action Series. - Friendship, - Choice Food, - Healthy People eat Healthy Food, - Body Image, - Making connections, - Making Meaning, Making a Difference ; Wellington, NZ Learning Media, 2004.
Ministry of Education; The curriculum in Action, Making Meaning, Making Difference ; Wellington NZ. Learning Media, 2004.
New Zealand Police; Building Resiliency Secondary, Keeping Ourselves Safe ; 2004.
Tasker, Gillian. , Alcohol Advisory Council of New Zealand; Caring for yourself and others : an alcohol education resource for senior secondary students ; Christchurch College of Education, 1995.
There is no required text.The following resources will be provided by the lecturer and will be distributed to compliment class work and to support assignment work. Ministry of Education (2007). The New Zealand Curriculum. Wellington, NZ: Learning MediaQuennerstedt, M., Burrows,L. & Maivorsdotter, N. (2010). From teaching young people to be healthy to learning health, Utbildning & Demokrati: Tidskrift fo" r didaktik och utbildningspolitik, 19(2), 97_112.Tasker, G. (Ed). (2004). Caring for Yourself and Others - an alcohol resource for secondary students. Christchurch College of Education, NZ.Tasker, G. (1994). Taking Action: Life Skills For Health Education. Wellington, NZ: Learning Media.Tasker, G. (2002). Social Issues – Alcohol: a resource for health education teachers of year 12 &13 students. Christchurch College of Education, New Zealand.The following are readings required for assignment 1:Cushman, P.(2008). Health promoting schools: a New Zealand perspective, pastoral care in education, 26:4, 231-241.Ministry of Education (2008). Drug education matrix accessed from: http://www.tki.org.nz/e/community/health/pdf/final-matrix.pdf 02-07-2008.Robertson, J.(2005). Making sense of health promotion in context of health and physical education curriculum learning. Paper commissioned by Ministry of Education for the Marautanga Curriculum Project. Tasker, G. 2004. Health Education: Contributing to a just society through curriculum change, in reshaping culture, knowledge and learning: policy and content in the New Zealand curriculum framework, O’Neill, A., Clark, J., Openshaw, R. (eds). Dunmore Press. Chapter 10, pp 203-224.Tasker, G. 2006. “It makes you think outside the square”. Examining the relationship between students’ perceptions of their learning in senior secondary Health Education, the proposed Key Competencies, the Schooling strategy 2005-2010 and learning in the knowledge rich age of the 21st century. TKI | NZ Curriculum Marautanga Project | Health and Physical Education. Accessed from: http://www.tki.org.nz/nzcurriculm/draft-curriculum/health_physical_e.php
http://library.canterbury.ac.nz/ https://ucstudentweb.canterbury.ac.nz http://learn.canterbury.ac.nz/ http://www.canterbury.ac.nz/exams/aegrotats.shtml
All forms of cheating and dishonest practice are taken seriously and penalties will result. For the University of Canterubry policy on "Academic Integrity", students should refer to Regulation J of the General Course and Examination Regulations.
In this course students are assessed against defined standards that describe progressive levels of achievement. The final grade for the course is calculated by averaging the grades obtained for each assessment task and taking into account the weighting assigned to each piece of work. In order to obtain on overall passing grade students are required to obtain a C- grade or above for ALL assessment tasks in the course. For these courses the following 11 point scale is used to report students’ achievement in course assignments.Grade GPA MarksA+ 9 90 – 100A 8 85 – 89A- 7 80 – 84B+ 6 75 – 79B 5 70 – 74B- 4 65 – 69C+ 3 60 – 64C 2 55 – 59C- 1 50 – 54D 0 40 – 49E -1 0 – 39A Pass is 50 marks or over
Students must attend 80% of sessions i.e. if a course has 10 sessions, students must attend at least eight sessions.
The Course lecturer will be responsible for ongoing and informal evaluation of the course. Course members, at the completion of the course, will carry out a written evaluation. Course members will be asked to evaluate the course in terms of objectives, structure, timing, content, methods, tasks and assessment.
Any late submissions will need to be negotiated with the lecturer. If the subsequent date agreed upon is not adhered to, a fail grade will be awarded.
Students are required to be actively involved during classroom activities, especially during group presentations.
Extensions are reserved for exceptional circumstances only and are not granted automatically. The lecturer must be contacted at least 48 hours prior to the due date of the assessment item. Applications must be supported by relevant evidence of the special circumstance e.g. medical certificate, and made in writing (e mail or letter).
Course Co-ordinators are responsible for deciding which assessments within a course are eligible for resubmission. Usual conditions are as follows:1.Resubmissions are restricted to situations where students have achieved most, butnot all, of the learning outcomes required in an assessment task (e.g. 40-49%)2.The grade for the resubmitted work is restricted to the minimum passing grade for that assessment (e.g. C-)3.Students are permitted only one resubmission on any piece of assessment4.Students are permitted only one resubmission within a course5.Course Co-ordinators will provide clear deadlines for resubmitting the assessment, usually within seven days. 6.Resubmissions are restricted to pieces of assessment that were originally submitted on or before the due date. Late assignments are automatically excluded from a resubmission opportunity except in exceptional circumstances).
There will be no aegrotat available in this course.
On campus students assignments are to be submitted with a cover sheet to the Assignments Room in Ōrakipaoa, accessed from the back doors closest to The Collective (the USCA Cafe), by 5.00pm, or time directed by course lecturer, on or before the due date. Please use the drop boxes placed at the back entrance to Ōrakipaoa.Pick up Arrangements: It is your responsibility to pick each assignment up from the Academic Services Team. Lecturers will not follow up on resubmits and fails. This is your responsibility. Hours of operation of the Assignments Room for pick-ups are 11am-2pm weekdays.Where to submit and collect work: Students will be expected to submit their assessment via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site. t is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
Domestic fee $670.00
International fee $2,850.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Sport and Physical Education .