Curriculum Method 1: Health and Physical Education and Outdoor Education

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Abstract

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.

Syllabus

The NSW PDHPE Curriculum - the role & value of PDHPE in the broader curriculumExperiential and environmental foundations of outdoor educationOutdoor education in the K-10 curriculumKey Learning Area syllabus requirements & structures - PDHPE, PASS & Child Studies, Life Skills, K-10 learning continuumCurriculum metalanguage - objectives, outcomes, capabilities, cross curriculum … For more content click the Read More button below.

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

Assessment items

1. Presentation & unit desciptions

2. Learning Opportunities of Significance

3. Authentic Assessment

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.

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