EMR408 PDHPE Curriculum and Pedagogy (8)

The subject provides opportunities for teacher education students to examine and apply the NESA K-10 Personal Development, Health and Physical Education (PDHPE) syllabus and support materials, to the design of programs and assessment tasks, that support and celebrate primary school students' achievement, including those children with a disability. In this subject, students will explore contemporary models of pedagogy relating to the teaching of personal development and health issues, as well as modified games, dance, gymnastics and fitness. The subject further allows students to create learning links between the PDHPE Strands, other Key Learning Areas, and the general capabilities, including literacy, numeracy and digital literacy. Students will investigate the role and educational value of PDHPE in the broader school curriculum, drawing on knowledge of critical transitions, including prior to school and Stage 3 to 4. The subject will further support students to select and ethically use digital resources to enhance learner outcomes in primary PDHPE.

Availability

Session 1 (30)
Online
Bathurst Campus
Session 2 (60)
Online
Bathurst Campus
Session 3 (90)
Online
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMR408. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Teacher Education

Enrolment Restrictions

EMR408 is not available to students who have completed EMR207.

Subject Relationships

EMR207 Paired Subject

Incompatible Subjects

EMR207

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to explain the nature and role of personal development, health and physical education (PDHPE) as a discipline in supporting the health, resilience and wellbeing of children, including recent theory and practice in PDHPE;
  • be able to describe the place of PDHPE in the continuum of learning from K-10, with particular emphasis on the links between prior to school and ES1 and Stage 3 and 4;
  • be able to engage with the structure, content and requirements of the PDHPE syllabus and support materials to plan and teach quality PDHPE learning activities;
  • be able to differentiate the curriculum to assist learners with diverse needs, including those with a disability, to achieve success;
  • be able to critique, select and apply a variety of pedagogical models to design stage appropriate, challenging and inclusive learning opportunities and assessment;
  • be able to design, implement and report on quality assessment for and of learning tasks that assist in developing descriptive profiles of student learning outcomes;
  • be able to adopt safe, ethical and informed use of digital technologies to assist learners to achieve curriculum outcomes; and
  • be able to identify the literacy and numeracy demands of primary PDHPE and integrate literacy, numeracy and digital literacy capabilities in primary PDHPE.

Syllabus

This subject will cover the following topics:
  • Role of PDHPE in the broader school curriculum
  • Links between prior to school learning and ES1, stage 3 and stage 4 in the continuum of learning in primary PDHPE
  • PDHPE syllabus - K-10 continuum, inclusions, structure, contexts for learning, outcomes, content, skills, general capabilities, cross curriculum priorities, learning across the curriculum, support materials
  • Models of pedagogy and propositions in PDHPE - strengths based approach, educative purposes, critical inquiry
  • PDHPE content - health, wellbeing and relationships, movement skill and performance, healthy, safe and active lifestyles (including protective behaviours, anti-bullying and cyber-bullying)
  • Planning and programming PDHPE content - scope and sequence, units of work, lesson planning
  • Differentiating the curriculum - learner diversity including learners with a disability (outcomes, content, context, strategies, assessment)
  • Standards based assessment and reporting - designing assessment for and of learning, reporting student achievement
  • Embedding cross-curriculum priorities and general capabilities including literacy, numeracy, digital literacy in primary PDHPE
  • Embedding Aboriginal and Torres Strait Islander histories and cultures in Primary PDHPE
  • ESafety/social media education including the selection and safe, ethical and informed use of digital resources and technologies in teaching and learning in PDHPE

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMR408 in Session 2 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Title
Value %
1
Hpe curriculum presentation
25
2
Fundamental movement skills resource
30
3
Health education resource
45

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.

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