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

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.

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

Incompatible Subjects

EMR205, EMR302

Learning Outcomes

Upon successful completion of this subject, students should:
  • 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.


This subject will cover the following topics:

- 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.