EMR441 Curriculum Method 1: Health & Physical Education (8)
Abstract|
As the initial curriculum subject, EMR441 will provide opportunities for students to develop an understanding of the curriculum inclusions in the F-12 continuum of the Health and Physical Education (HPE) Learning Area. The subject aims to challenge students to justify the nature and role of HPE in the broader school curriculum, and explore current theories relating to HPE pedagogy and practice, and affirm the diversity of learners’ needs, interests and abilities. In this subject, students will examine contemporary, evidence-based practices relating to curriculum design and differentiation, authentic assessment, quality teaching, and reporting. |
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+ Subject Availability Modes and Location
| Session 1 | | Internal | Bathurst Campus | | Distance | Bathurst Campus |
Continuing students should consult the SAL for current offering details: EMR441
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Human Movement Studies |
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Enrolment restrictions
Available to students in:
Bachelor of Education (Health & Physical Education)
Bachelor of Education (HPE)(Honours)
Bachelor of Educational Studies
or as approved by the Course Director
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| Incompatible subject(s) |
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| EMR491 |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to debate the efficacy of current theories, discourses and practices that contribute to the critical position of health and physical education as disciplines;
- be able to justify the inclusion of the Health and Physical Education Learning Area in the broader school curriculum;
- be able to apply health and physical education discipline metalanguage in dialogue with their professional community;
- be able to describe the structure and content of the NSW Stage 4 and 5 Health and Physical Education syllabus and apply to the design of Stage and Year programs;
- be able to differentiate content, learning processes, learning products, and the learning environment to cater for the needs, interests, academic abilities, cultural and social differences of their learners including Indigenous Australians, Life Skills learners, and students from non-English speaking backgrounds;
- be able to critique, select and apply a range of learning and teaching strategies to unit and lesson design;
- be able to explain and apply current theories and practices relating to assessment and reporting in NSW secondary schools;
- be able to design authentic assessment strategies that engage learners in tasks of significance and intellectual quality, and support learner diversity;
- be able to prepare standards-referenced marking criteria that reflects the principles of constructive alignment;
- be able to construct reporting strategies that are theoretically-informed and communicate student achievement to a range of key stakeholders.
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SyllabusThe subject will cover the following topics:
- Australian curriculum;
- Syllabus structures;
- Programming;
- Constructive alignment;
- Models of pedagogy;
- Differentiating the curriculum;
- Using ICT in HPE;
- Authentic assessment;
- Standards-referenced marking criteria;
- Reporting.
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
