Education (Health and Physical Education)

UAC applications for students wishing to enrol in Year 1 in 2018

As part of the application process for teacher-education degrees, you will need to provide a personal statement via the Universities Admissions Centre (UAC) by 4.30pm on Friday, December 15. To find out more about this requirement and to upload your statement, you can login to the UAC applicant portal by entering your application number and PIN, which were emailed to you by UAC when you applied. To find out more about the personal statement requirements, including the information that will need to be addressed, visit http://www.uac.edu.au/undergraduate/admission/teaching-personal-statement.shtml.


Inherent requirements for programs in secondary education

To assist students to make informed choices about their study, Sydney School of Education and Social Work has identified inherent requirements for coursework-award courses in Primary and Secondary Education. In order to successfully complete such a course, students must possess the qualities and skills listed in the document below.

Overview

Duration: 4 years, full time
Minimum entry requirements: Band 5 HSC result in English and two other subjects (or equivalent interstate or International Baccalaureate results)

Indicative ATAR/IB cut-off: 80/28
UAC Code: 511603

The Bachelor of Education (Health and Physical Education) is a four-year full-time specialist professional qualification to teach in the key-learning area of Personal Development, Health and Physical Education (PDHPE).

While the course is dedicated mostly to teaching PDHPE in the secondary-school context, some training to teach at primary-school level is also included. As well, in addition to teaching, graduates are also able to work in settings related to community health, recreation, sport and fitness.


Course outcomes

Health and Physical Education graduates have:

  • the core knowledge essential to be educators in human-movement education (HME) and health education (HE), years K–12 and the community

  • a technical background (including ICT skills) and information relevant to the subject areas of health education, movement science, physical education, anatomy and physiology, and fitness

  • knowledge of the historical/philosophical/sociocultural impact on health status, behaviour, research, personal performance competencies, personal health, administration, role modelling, medical/safety/legal implications, marketing techniques and selection of activities

  • interpersonal skills in the teaching of HME drawing from the areas of games, dance, aquatics, gymnastics, track and field, outdoor and leisure pursuits

  • interpersonal skills in the teaching of HE drawing from the areas of growth development, healthy lifestyles, drug education, nutrition, safe living

  • learned to utilise the applied science/social science theoretical background in the practice of HME/HE

  • accepted their position as a role model of health-enhancing behaviour

  • the intention of pursuing professional liaison through colloquiums, seminars and associations.