PDHPE Curriculum and Pedagogy

Abstract

The subject provides opportunities for teacher education students to examine and apply the NESA K-10 Personal Development, Health and Physical Education (PDHPE) syllabus and support materials, to the design of programs and assessment tasks, that support and celebrate primary school students' achievement, including those children with a disability. In this subject, students will explore contemporary models of pedagogy relating to the teaching of personal development and health issues, as well as modified games, dance, gymnastics and fitness. The subject further allows students to create learning links between the PDHPE Strands, other Key Learning Areas, and the general capabilities, including literacy, numeracy and digital literacy. Students will investigate the role and educational value of PDHPE in the broader school curriculum, drawing on knowledge of critical transitions, including prior to school and Stage 3 to 4. The subject will further support students to select and ethically use digital resources to enhance learner outcomes in primary PDHPE.

Syllabus

Role of PDHPE in the broader school curriculumLinks between prior to school learning and ES1, stage 3 and stage 4 in the continuum of learning in primary PDHPEPDHPE syllabus - K-10 continuum, inclusions, structure, contexts for learning, outcomes, content, skills, general capabilities, cross curriculum priorities, learning across the curriculum, support … For more content click the Read More button below.

Role of PDHPE in the broader school curriculum
Links between prior to school learning and ES1, stage 3 and stage 4 in the continuum of learning in primary PDHPE
PDHPE syllabus - K-10 continuum, inclusions, structure, contexts for learning, outcomes, content, skills, general capabilities, cross curriculum priorities, learning across the curriculum, support materials
Models of pedagogy and propositions in PDHPE - strengths based approach, educative purposes, critical inquiry
PDHPE content - health, wellbeing and relationships, movement skill and performance, healthy, safe and active lifestyles (including protective behaviours, anti-bullying and cyber-bullying)
Planning and programming PDHPE content - scope and sequence, units of work, lesson planning
Differentiating the curriculum - learner diversity including learners with a disability (outcomes, content, context, strategies, assessment)
Standards based assessment and reporting - designing assessment for and of learning, reporting student achievement
Embedding cross-curriculum priorities and general capabilities including literacy, numeracy, digital literacy in primary PDHPE
Embedding Aboriginal and Torres Strait Islander histories and cultures in Primary PDHPE
ESafety/social media education including the selection and safe, ethical and informed use of digital resources and technologies in teaching and learning in PDHPE

Assessment items

1. Scope & sequence

2. Unit Overview and Lesson Plan

3. Health Unit and Assessment

Learning outcomes

Upon successful completion of this subject, students should:

be able to explain the nature and role of personal development, health and physical education (PDHPE) as a discipline in supporting the health, resilience and wellbeing of children, including recent theory and practice in PDHPE;

be able to describe the place of PDHPE in the continuum of learning from K-10, with particular emphasis on the links between prior to school and ES1 and Stage 3 and 4;

be able to engage with the structure, content and requirements of the PDHPE syllabus and support materials to plan and teach quality PDHPE learning activities;

be able to differentiate the curriculum to assist learners with diverse needs, including those with a disability, to achieve success;

be able to critique, select and apply a variety of pedagogical models to design stage appropriate, challenging and inclusive learning opportunities and assessment;

be able to design, implement and report on quality assessment for and of learning tasks that assist in developing descriptive profiles of student learning outcomes;

be able to adopt safe, ethical and informed use of digital technologies to assist learners to achieve curriculum outcomes; and

be able to identify the literacy and numeracy demands of primary PDHPE and integrate literacy, numeracy and digital literacy capabilities in primary PDHPE.

Enrolment restrictions

EMR408 is not available to students who have completed EMR207.

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