EMR501 Highly Effective Teaching: Primary PDHPE (8)

This subject provides opportunities for students to critique scholarship and policy directions relating to Australian childrens health and movement. Further, students will apply the implications of research to the design of quality, contemporary PDHPE learning experiences for children in K-6 contexts, and communicate their understandings with the profession. In this subject, students explore how current models of health promotion can assist in curriculum integration, inform broader school policy and practices and encourage community engagement aimed at promoting the adoption of healthy, safe and active lives of children, their families and communities. The subject further allows students to investigate the Health and Physical Education curriculum structures, and explore the inclusions, programming and integration possibilities. Using the Australian curriculum proposition of critical inquiry, students investigate the concept of physical literacy and propose strategies to embed the development of physical literacy in Physical Education learning experiences. Quality authentic assessment theories and practices will be critiqued and applied to the design of assessment of health and physical literacy. The subject will further assist students to select and critique the appropriateness of educational resources, including digital technologies, to support the teaching and learning of health and movement concepts, and the development of  literacy, numeracy and digital literacy skills.


Session 1 (30)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMR501. 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 only available to students enrolled in the Master of Teaching (Primary) course and the Bachelor of Educational Studies and this subject is not available to students who have completed EMR409.

Students who are undertaking an extended primary curriculum area study in PDHPE should complete EMR207 or EMR408 prior to enrolling in EMR501.

Assumed Knowledge

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

Subject Relationships

EMR409 Paired Subject

Incompatible Subjects


Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to critique contemporary evidence-based research and policy relating to Australian children's health and movement and apply the implications to the design and implementation of PDHPE programs, and professional learning opportunities for future colleagues;
  • be able to explore and apply health promotion and advocacy approaches to broader school health and physical education practices;
  • be able to apply Australian Health and Physical Education curriculum inclusions to the design of quality, integrated, educative teaching and learning experiences for K-6 learners;
  • be able to develop educative movement experiences that promote physical literacy in Physical Education programs;
  • be able to apply NESA assessment requirements to design authentic health and movement 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 and to develop learners' digital literacy, literacy and numeracy and support learning of health and movement concepts.


This subject will cover the following topics:
  • Australian evidence-based research and policy relating to children's health, wellbeing and movement
  • Health promotion and advocacy frameworks including a socio-ecological approach to health and movement
  • Australian Health and Physical Education curriculum structures, integration opportunities and quality programming
  • Physical literacy development in Physical Education
  • Developing learners health literacy, literacy and numeracy in health contexts such as drug education, protective behaviours and road safety
  • Quality theoretical and pedagogical frameworks for programming and assessment that promote differentiation and inclusivity
  • Digital technologies to support the teaching and learning of PDHPE concepts and digital literacy, numeracy, literacy

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMR501 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.