This subject encourages students to develop a broad and critical knowledge and understanding of the discipline area of PDHPE. It focuses on examining and critiquing the content, principles, practices and pedagogical approaches associated with physical activity and movement education; and personal development and health education. Students will also develop an appreciation of the diverse social factors which impact upon the nature and role of PDHPE for supporting the development of health, wellbeing, and a positive sense of self and others.  Recognising and understanding the needs of K-6 learners including Indigenous Australian students will be explored.

·         be able to examine and critique the content, principles and practices, and pedagogical approaches, associated with teaching physical activity and movement education;

·         be able to investigate and critique the content, principles and practices, and pedagogical approaches, associated with teaching personal development and health education;

·         be able to demonstrate an appreciation of the diverse social factors which impact upon student learning in PDHPE and recognise the needs of K-6 learners including Indigenous Australians;

·         be able to compose academically informed positions and judgements on the nature and role of PDHPE for supporting the development of health, well-being, and a positive sense of self and others; and,

·         be able to synthesise the content, principles and practices and pedagogical approaches associated with the discipline area, and begin to apply the NSW K-6 syllabus, to devise educational, inclusive and socially just teaching and learning in PDHPE.

·         Content in movement education (such as movement skills and composition of movement through games, gymnastics and dance);

·         Content in health education (such as healthy eating, healthy choices, sexuality education, safety, mental health, and interpersonal relationships);

·         The diverse social factors which impact upon student learning in PDHPE (including issues of gender, sexuality, ablebodiedness, ethnicity, aboriginality and NESB);

·         Inclusive and socially just teaching and learning in PDHPE;

·         Educational models for teaching/learning in movement education (such as, co-operative learning, game sense, educational gymnastics and dance composition, cooperative and initiative games and fundamental movement skills);

·         Principles, practices and pedagogies associated with teaching movement, (including the development of physical abilities and stages of skill acquisition, and the development of safe learning environments);

·         Effective management of space, students and equipment in PDHPE;

·         Principles, practices and pedagogies associated with teaching health education;

·         The place and meaning of health and movement education in schools;

·         PDHPE as EDUCATIONAL (The nature and role of PDHPE in the K-6 context); and,

·         The NSW K-6 syllabus.