EMR442 Curriculum Method 2: Personal Development, Health & Physical Education (8)
CSU Discipline Area: Curriculum Studies (CURIC)
Duration: One session
Abstract:
This is the second curriculum subject in the Personal Development, Health and Physical Education (PDHPE), Key learning Area (KLA) and examines the KLA syllabuses and related support materials. Students learn to program, differentiate the curriculum and develop quality learning experiences that are inclusive of their learners' backgrounds, needs, interests and motivations. Information Communication Technologies (ICT), the concept of a socio-cultural perspective of health and physical activity and the key syllabus processes of critical inquiry and practical application are explored. The subject examines assessment and critiques the implementation of these requirements in school policies and practices. The subject further explores the place and meaning of HPE in the whole school curriculum by identifying implementation issues, developing strategies for teaching subject literacy and numeracy and encourages students to value HPE as a lifelong learning experience.
+ Subject Availability Modes and Locations
| Session 2 | |
|---|---|
| Internal | Bathurst |
| Distance | Bathurst |
Continuing students should consult the SAL for current offering details: EMR442
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Assumed Knowledge:
Enrolment restrictions:
Entry into the Bachelor of Teaching (Secondary), Graduate Diploma of Education (Secondary), Bachelor of Education (Health and PE), or as determined by the course coordinator.
Objectives:
Upon successful completion of this subject, students should:
- be able to explore the NSW Board of Studies KLA syllabus structures, content and implementation requirements or equivalent Regulatory Board requirements;
- be able to critically examine the socio-cultural perspective of health and physical activity underpinning the HPE syllabuses;
- be able to accurately engage with the literacies and numeracies applicable to the KLA;
- be able to differentiate the curriculum to affirm, celebrate and accommodate the cultural and social difference of their learners;
- be able to draw on research-based evidence to effectively plan, design and evaluate learning experiences for students that cater for differing school structures, and are creative, engaging, challenging, student centred, encourage higher order thinking, and are inclusive of learner ability and needs;
- be able to critique a range of resources designed to support teaching, learning and assessing in HPE;
- be able to value HPE as a lifelong learning experience;
- be able to evaluate current PDHPE internal and external assessment practices;
- be able to prepare descriptive profiles which effectively and positively communicate student achievement of outcomes;
- be able to express ideas and communicate with others using information communication technologies (ICT);
- be able to utilise ICT to enhance student learning outcomes;
- be able to apply quality teaching frameworks to the design and implementation of programs and assessment.
Syllabus:
The subject will cover the following topics:
- K-12 syllabus review. - Subject literacies and numeracies. - Quality teaching and planning for a diversity of learners and learning environments. - Research based frameworks for designing quality learning experiences. - Effective use of technology in HPE. - Evaluating HPE resources. - Authentic assessment. - Student portfolios and reporting. - The School Certificate and Higher School Certificate - standards referencing, bands and the examination process.
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.