EMR409 Highly Effective Teaching: Primary PDHPE (8)

This subject further develops teacher education students' knowledge of and skills in teaching PDHPE by developing their skills in curriculum integration, including the embedding of Australian Curriculum general capabilities into K-6 learning programs. Students investigate the five propositions underpinning the NESA K-10 PDHPE syllabus documents, and draw on contemporary research relating to childrens health, wellbeing, resilience and physical activity status, in order to inform the design of quality health and movement learning experiences. In this subject, students explore how current models of health promotion can encourage community engagement, and assist in developing K-6 learners' health and physical literacy. Quality authentic assessment theories and practices will be explored and applied to the design and grading of learners' assessment samples in both health and movement contexts. The subject will further assist students to critique the efficacy and the cultural responsiveness of educational resources, including digital technologies, designed to support the teaching and learning of health and movement concepts.


Session 1 (30)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMR409. 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



One session


School of Teacher Education

Enrolment Restrictions

This subject is not available to students who have completed EMR501 as it shares similar content.

Assumed Knowledge

This subject assumes knowledge of core concepts and theory related to PDHPE curriculum and pedagogy obtained through completion of EMR207 or EMR408.

Incompatible Subjects


Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to effectively integrate K-10 PDHPE syllabus inclusions with other Key Learning Areas, 'learning across the curriculum' priorities and general capabilities to design stage appropriate, challenging and inclusive health and movement learning opportunities for K-6 learners;
  • be able to identify and critique contemporary evidence-based research and policy and apply their implications to teaching and learning in health and movement contexts;
  • be able to use a strengths-based approach to design and differentiate the categories of movement opportunities to challenge K-6 learners, develop their physical literacy and assist them to achieve syllabus outcomes and movement success;
  • be able to adopt a health promoting schools approach to develop learners' health and physical activity knowledge, skills and values;
  • be able to apply NESA assessment requirements to design authentic assessment tasks and provide meaningful feedback that celebrates learner achievement, and assist K-6 learners to establish learning goals; and
  • be able to critique and safely and ethically use digital resources to develop learners' digital literacy and support learning of health and movement concepts.


This subject will cover the following topics:
  • NESA K-10 PDHPE propositions: educative purposes, strengths based approach, value movement, health literacy, critical inquiry
  • Contemporary evidence including research and policy relating to a socio-ecological approach to health and physical activity
  • Curriculum integration - KLAs, general capabilities, other learning across the curriculum areas
  • Developing learners' physical literacy
  • Categories of movement - fundamental and specialised movement skills and concepts; tactical and creative movement; and health and fitness enhancing movement
  • Movement contexts - rhythmic and expressive, individual, group/team, initiative/challenge, aquatics and lifelong activities
  • Developing learners' health literacy (including drug education, protective behaviours and road safety)
  • Health promoting schools framework
  • Quality frameworks for programming and assessment that illustrate accommodating for student diversity and cultural safety
  • Digital technologies to support the teaching and learning of PDHPE: Critiquing the cultural responsiveness of educational resources and using inclusive resources

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMR409 in Session 1 2020. 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
Value %
The five propositions in action
Critical inquiry project: physical literacy
Integrated unit of work: health literacy

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.