The students will develop a broad, critical knowledge and understanding of the discipline area of PDHPE. It focuses on examining and critiquing the content, principles, practices, and pedagogical approaches associated with physical activity and movement education, personal development and health education. Students will design differentiated inclusive experiences for all learners including those from diverse cultural and social contexts. Students will also appreciate the diverse social factors which impact upon the nature of PDHPE for supporting the development of health, well-being, and a positive sense of self and others. Students will link PDHPE with literacy and all Key Learning Areas.
No offerings have been identified for this subject in 2021.
School of Teacher Education
- 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.
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.