No offerings have been identified for this subject in 2017
EMR302 Personal Development, Health & Physical Education Curriculum (8)
Abstract| The subject critiques the role of PDHPE in the broader school curriculum through an exploration of the syllabus, modules and support documents. Students will develop skills to design inclusive experiences that differentiate the curriculum for learners from diverse cultural and social contexts. The subject will focus on socio-cultural factors that contribute toward learners' understandings of health and physical activity, and authentic assessment and outcomes-based learner profiles. Students will link PDHPE and other Key Learning Areas. Literacy strategies for teaching and the Health Promoting School will be addressed. |
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+ Subject Availability Modes and Location
Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EMR302
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 Teacher Education |
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| Incompatible subject(s) |
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| EMR201 EMR312 |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to justify the inclusion of PDHPE as a valuable educational experience in the broader school curriculum;
- have investigated the place of PDHPE in the continuum of learning from K-12, with particular emphasis on the links between Stage 3 and 4;
- be able to affirm, celebrate and accommodate the cultural and social difference of their learners;
- be able to differentiate the curriculum to include the interests, motivations, abilities and socio-cultural backgrounds of their learners;
- be able to accurately engage with the literacies applicable to the KLA;
- have investigated the aims, objectives, outcomes, content, course requirements, and key terms in the PDHPE K-6 syllabus;
- be able to critique, select and apply a variety of pedagogical models to design stage appropriate, creative, challenging and inclusive learning experiences which cater for the varying learning styles and needs of their learners;
- be able to select an array of children's literature and other visual stimulus to address sensitive and social issues in the K-6 syllabus;
- value PDHPE as a lifelong learning experience;
- be able to design, implement and report on quality assessment for and assessment of learning tasks that assist in developing descriptive profiles of student learning outcomes. |
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SyllabusThe subject will cover the following topics:
-The KLA debate - How is PDHPE positioned in the broader school curriculum?
-The K-12 continuum of learning - Links between Stage 3 and 4.
-Learner difference and diversity - Including Aboriginal and Torres Strait Islander people and students from Non-English Speaking Backgrounds.
-Differentiating the curriculum - Outcomes, content, process, product.
-Exploring and applying literacy strategies relevant to the teaching of PDHPE.
-The K-6 PDHPE syllabus, modules and support documents.
-Pedagogical frameworks for designing quality learning experiences.
-Children's literature as a medium for addressing sensitive issues - Child protection, interpersonal relationships, sexuality education, drug education.
-PDHPE as a lifelong learning experience - Knowledge and understanding, values and attitudes, skills.
-Assessment for learning and assessment of learning - developing quality and authentic tasks.
-Use appropriate software for descriptive profiles for achievement standard of outcomes.
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The information contained in the 2017 CSU Handbook was accurate at the date of publication: 25 August 2017. The University reserves the right to vary the information at any time without notice.
