EMR416 Curriculum Studies: Personal Development, Health and Physical Education (8)

• justify the inclusion of PDHPE as a valuable educational experience in the broader school curriculum
• compose academically informed positions and judgements on the nature and role of PDHPE for supporting the development of health, wellbeing, and a positive sense of self and others
• investigate the place of PDHPE in the continuum of learning from K12, with particular emphasis on the links between Stage 3 and 4
• affirm, celebrate and accommodate the cultural and social difference of their learners
• differentiate the curriculum to include the interests, motivations, abilities and sociocultural backgrounds of their learners
• accurately engage with the literacies applicable to the KLA
• investigate the aims, objectives, outcomes, content, course requirements, and key terms in the PDHPE K6 syllabus
• 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
• examine and critique the content, principles and practices, and pedagogical approaches, associated with teaching physical activity and movement education
• select an array of children?s literature and other visual stimulus to address sensitive and social issues in the K6 syllabus
• value PDHPE as a lifelong learning experience and
• design, implement and report on quality assessment for and assessment of learning tasks that assist in developing descriptive profiles of student learning outcomes.

- The KLA debate ? How is PDHPE positioned in the broader school curriculum? - The place and meaning of health and movement education in schools. - PDHPE as EDUCATIONAL (including, the nature and role of PDHPE). - 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. - Content in movement education (such as movement skills and composition of movement through games, gymnastics and dance). - Educational models for teaching/learning in movement education (such as, co-operative learning, peer teaching, game sense, educational gymnastics, initiative games and dance composition). - The NSW K-6 syllabus: Structure, content and implementation - 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.