EMR501 Highly Effective Teaching: Primary PDHPE (8)

This subject further develops students' curriculum and pedagogical content knowledge of the principles and practices of expert primary teaching and learning in PDHPE. Students will learn to identify, critique, and respond to a range of global and local issues relevant to the teaching and learning of PDHPE in the Australian context. The subject explores the nature of young people's lives and how their priorities, values, actions and the broader social contexts in which they operate influence their meanings of health. Health status and risk taking are explored with a focus on the priority issues of personal safety, child protection and drug use. Students will engage in their own inquiry of issues, problems, and questions of interest in contemporary PDHPE education and investigate ways to integrate the primary curriculum to develop primary students' physical, cognitive, social and emotional skills and their literacy, digital literacy and numeracy capabilities. Models of effective pedagogy, emerging technologies and assessment practices specific to PDHPE will be explored to further develop students' programming skills to meet the diverse needs of primary students. This subject is required for students who are seeking a primary PDHPE specialisation.

Availability

Session 1 (30)
Online
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMR501. 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

Not available to students who have completed EMR409.

Assumed Knowledge

This subject assumes knowledge of core concepts and theory related to PDHPE education obtained through completion of (EHR219 and EMR207) or EMR408.

Subject Relationships

EMR409 Paired Subject

Incompatible Subjects

EMR409

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to use epidemiological information related to the health and physical activity of Australian children in explaining the factors that determine health status and influence the health, resilience, wellbeing and physical activity status of Australian children;
  • be able to describe the multi-dimensional and dynamic nature of health and implications for teaching and learning PDHPE in education contexts;
  • be able to explain how young people's priorities, values and actions and the broader social and cultural contexts in which they live influence their decision-making, risk taking, health and physical activity status;
  • be able to analyse health promotion strategies and physical activity advocacy strategies related to health and physical education;
  • be able to engage in an inquiry of an issue, problem, or question of interest in contemporary PDHPE education and communicate findings or the outcomes of their inquiry in a coherent and accessible multimodal text;
  • be able to accurately engage with relevant strands of the PDHPE syllabus to plan stage-appropriate, integrated and inclusive programs that develop primary school students' knowledge and understanding, self-management and interpersonal and movement skills, and attitudes to lead and promote healthy, safe and physically active lives;
  • be able to critique PDHPE programs and assessment strategies for their alignment with contemporary models of effective pedagogy and current curriculum and to support diverse learners in PDHPE to achieve success;
  • be able to investigate and identify cross-curricular links and pedagogical approaches to develop primary students' physical, cognitive, social and emotional skills and their literacy, digital literacy and numeracy capabilities in PDHPE; and
  • be able to evaluate and use a range of resources, with specific attention to ICT-based resources, for assessing students' capabilities in Primary PDHPE.

Syllabus

This subject will cover the following topics:
  • The multi-dimensional and dynamic nature of health
  • Epidemiological information related to the health and physical activity of Australian children
  • The impact of global and local socio-cultural factors on the health, resilience, wellbeing and physical activity status of Australian children and implications for teaching and learning PDHPE in education contexts
  • Influences on childrens' decision-making and risk taking
  • Emergent research and key health issues impacting on young people and implications for health and physical education in the Australian context
  • The strategies, philosophy and purpose of personal safety and child protection education
  • The strategies, philosophy and purpose of health education in schools and the application of harm minimisation strategies
  • Physical activity advocacy strategies in school communities
  • The process of inquiry (for learning and teaching)
  • Process-based content related to inquiry including the critical evaluation of information and the features of effective multimodal texts
  • PDHPE Key Learning Area - K-10 continuum, inclusions, structure, contexts for learning, outcomes, content, skills, general capabilities, cross curriculum priorities, learning across the curriculum, support materials
  • Contemporary theories, approaches and models of pedagogy for developing primary school students' knowledge, understanding, self-management, interpersonal and movement skills and attitudes
  • Focus on curriculum integration: Integrating literacy, digital literacy and numeracy into Primary PDHPE
  • Focus on curriculum integration: Across primary KLAs
  • Focus on curriculum integration: Developing primary students' physical, cognitive, social and self-management skills
  • Assessment strategies in PDHPE
  • ICT-based learning materials, for the assessment of students' capabilities in Primary PDHPE
  • Catering for diverse needs and abilities of learners in PDHPE
  • Focus on culturally safe and inclusive resources and approaches that promote understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

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.

Back