EMR441 Curriculum Method 1: Health and Physical Education and Outdoor Education (8)

As the first of two curriculum and pedagogy subjects, EMR441 Curriculum Method 1: Health & Physical Education and Outdoor Education will provide opportunities for teacher education students to develop an understanding of and apply the curriculum inclusions in the K-10 continuum of the NSW Personal Development, Health and Physical Education (PDHPE) Key Learning Area. This unit also prepares teacher education students to teach school-based outdoor education from Years 7 to 10. The subject aims to challenge students to justify the role and value of PDHPE and outdoor education in the broader school curriculum. Students will explore and apply current theories relating to pedagogy and practice, including the safe use of digital resources and tools, protective strategies and sexual safety, and accommodate the diversity of learners' needs, interests and abilities. In this subject, students will examine and apply contemporary, evidence-based practices relating to curriculum design, literacy and numeracy, digital literacy, differentiation, authentic assessment, quality teaching, and reporting in a range of contexts and settings.


Session 1 (30)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMR441. 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 available to students entering into the following courses:

Bachelor of Education (Health & Physical Education)
Bachelor of Outdoor Education
Bachelor of Educational Studies
Bachelor of Teaching (Secondary)
Master of Teaching (Secondary)
Bachelor of Education (K-12)

or as approved by the Course Director

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to evaluate the role and value of health and physical education and outdoor education within the whole school curriculum; including an understanding of the continuum of learning from K to 10;
  • be able to design and employ strategies for differentiating teaching, learning and assessment to cater for the diverse needs of learners;
  • be able to critique and apply pedagogical models for teaching PDHPE/ outdoor education, including strategies explicitly designed to develop students' literacy, numeracy and digital literacy skills in PDHPE;
  • be able to develop positive and safe learning environments that promote the social and emotional wellbeing of students;
  • be able to apply the structure and content of the NSW Stage 4 and 5 PDHPE/Child Studies/PASS/Life Skills syllabus or an appropriate curriculum for outdoor education to effectively program learning sequences, being mindful of issues of risk and safety, including e-safety, sexual safety and protective strategies;
  • be able to assess student achievement by designing real-world, meaningful, stage appropriate tasks, which engage learners in acts of intellectual quality and provide opportunity for all students to succeed; and
  • be able to prepare and apply standards-referenced marking criteria and meaningfully report learner achievement to key stakeholders.


This subject will cover the following topics:
  • The NSW PDHPE Curriculum - the role & value of PDHPE in the broader curriculum
  • Experiential and environmental foundations of outdoor education
  • Outdoor education in the K-10 curriculum
  • Key Learning Area syllabus requirements & structures - PDHPE, PASS & Child Studies, Life Skills, K-10 learning continuum
  • Curriculum metalanguage - objectives, outcomes, capabilities, cross curriculum priorities
  • Curriculum planning - designing a scope (what) & sequence (when)
  • Models of pedagogy which engage learners in acts of intellectual quality
  • Learning strategies including strategies to support development of students' literacy, numeracy and digital literacy
  • Use of digital resources and tools to design learning, teaching and assessment tasks
  • Creating a positive learning environment including social media education, e-safety and sexual safety awareness and protective strategies
  • Differentiating teaching and learning for students with diverse learning needs, including students with disabilities, to provide opportunities for success
  • Authentic assessment - scaffolded, real-world tasks and standards-referenced marking criteria to cater for learner diversity and support learner achievement
  • NESA assessment requirements e.g. ROSA
  • Reporting learner achievement to key stakeholders

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMR441 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 %
Scope & sequence
Learning opportunities of significance
Authentic assessment

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.