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EDHE299 Curriculum, Pedagogy and Assessment in Health Education 1 OR EDPH232 Curriculum, Pedagogy and Assessment in Health Education 1


EDPH433 Curriculum, Pedagogy and Assessment in Health Education 2

Unit rationale, description and aim

Intending secondary teachers need an understanding of the senior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning, with attention to the high-stakes assessment that is a common feature of the end of secondary schooling.

In this unit, pre-service teachers will consider the place of Health education in contemporary Australian society. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment and the providing constructive feedback and reporting. They will engage in self-reflection on their familiarity with the concepts and substance of Health curriculum and consider their responsibilities as a Health teacher. They will identify and practice pedagogical approaches emblematic of Health teaching. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory.

The aim of this unit is for the pre-service teacher to become familiar with the knowledge, understanding and skills necessary for teaching Health at a senior secondary level and to promote the development of pedagogical content knowledge.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

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

LO1   Demonstrate an in-depth knowledge of the senior secondary Health curriculum (GA4, GA5, GA8; APST 2.1, 2.3, 3.4)

LO2   Articulate an informed understanding of the place of Health education within contemporary Australian society and the unique professional responsibilities of the Health teacher (GA1, GA4, GA5, GA8, GA9; APST 2.1, 7.2)

LO3   Critique personal familiarity with the concepts and substance of Health curriculum, and present a plan for personal learning (GA4, GA5, GA8, GA9; APST 2.1, 2.3, 3.3, 7.4) 

LO4   Demonstrate an understanding of curriculum design and alignment (GA4, GA5; APST 1.2, 1.3, 1.5, 2.2, 2.5, 3.1, 3.2, 3.3, 3.4, 3.6, 4.5) 

LO5   Demonstrate an awareness of conversational, questioning and scaffolding techniques to effectively shape the dialogic classroom talk in the Health education (GA4, GA5, GA7, GA8, GA9, GA10; APST 1.2, 1.3, 2.1, 3.3, 3.5, 4.1) 

LO6   Design assessment strategies to support student learning and the evaluation of teaching and curriculum. (GA4, GA5, GA8, GA9; APST 2.1, 2.3, 3.1, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5)

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.


On successful completion of this unit, pre-service teachers should be able to:

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.


Topics will include:

  • The pre-service teachers’ prior experience of, and engagement with, Health education
  • Planning for effective teaching in Health
  • Effective senior Health teaching and learning
  • Digital resources and approaches for senior Health education
  • Engaging all learners in senior Health education studies
  • Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Health education
  • Assessing student learning and reporting achievement in senior Health education
  • High-stakes assessment in Senior Secondary Health education, including the specific moderation process, student data interpretation
  • Composing assessment items in Health education
  • An introduction to data-informed teaching in Health
  • Professional responsibilities and relationships
  • Professional associations and continued professional learning

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop understanding of planning and assessment and skills in applying effective pedagogies through active engagement and collaborative learning. The pre-service teacher will have the opportunity to build understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. The pre-service teacher’s teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Health education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.

Teaching and learning strategies may include:

  • Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
  • Hands-on tutorials and discussions that promote peer learning
  • Microteaching opportunities
  • Self-directed reading and research
  • Collaborative learning opportunities

Technology Enhanced Learning

The unit will include a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences. It may include:

  • Online review exercises.
  • Discussion board to exchange ideas and refine learning.
  • Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies

Assessment strategy and rationale

The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.

The four assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 the pre-service teacher will have the opportunity to reflect on his/her prior knowledge of Health education and develop a professional learning plan for the future. Through completing Task 2 the pre-service teacher will develop her/his communication and teamwork skills and will deepen his/her understanding of effective teaching strategies, through a group peer-teaching activity. In Tasks 3 and 4 the pre-service teachers will apply knowledge of curriculum planning and teaching and assessment strategies in the development of a unit of work for use in a specific class context. These tasks mimic the ‘real world’ of school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to demonstrate achievement of all learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50%.

Assessment in this unit includes a Critical Task: Design of program/unit of work. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified for this Critical Task and attain a score of at least 50% in this Critical Task in order to pass this unit.

Electronic Submission, Marking and Return

Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1: Analysis of the Curriculum: analysis, skills audit and professional learning plan

Analyse the secondary 7-12 Health curriculum and associated content and skills. Use this analysis to then conduct a self-audit of pre-service teacher’s own knowledge and skills in order to identify potential gaps or weaknesses in the required knowledge and skills to teach junior secondary Health education.

In the context of this analysis, position yourself as a Health teacher within contemporary Australian society and the describe the unique professional position, influence and responsibilities that one has.

Commence the design a professional learning plan to address potential gaps or weaknesses (the plan will be elaborated in later units).

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio.


LO1, LO2, LO3

GA1, GA4, GA5, GA8, GA9

Assessment Task 2: Microteaching portfolio

A selection of 4-5 video excerpts that illustrate a capacity to provide clear instructions, ask meaningful questions interactively and scaffold learning.

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio.



GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 3: Critical Task - Design of a program/unit of work

The design of a program/unit of work for senior Health students over a nominated period

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio.


LO1, LO4

GA4, GA5, GA8, GA9

Assessment Task 4: Outline of an assessment plan

The high-level design of an assessment plan in Senior Health education that includes formative and summative assessment tasks, reporting, the interpretation of student data and reference to high stakes assessment.

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio.


LO1, LO4, LO6

GA4, GA5, GA8, GA9

Representative texts and references

Required text(s)

Australian Curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA)

Relevant jurisdictional curriculum documents

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