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LocationDomesticInternational
OnlineSession 1N/A

Unit aim

Introduces students to a range of pedagogical models for teaching, learning and assessment for Personal Development, Health and Physical Education (PDHPE) teaching in secondary education. Provides students with the foundation of knowledge and skills required to be able to deliver effectively the Years 7-10 and Stage 6 NSW (PDHPE) syllabus.

Unit content

1. Knowledge of Personal Development, Health and Physical Education Years 7-10, Stages 4 and 5 syllabi content

  • the history, development, aims and content of this syllabi
  • the place of the secondary Personal Development, Health and Physical Education curriculum in the continuum of learning in Personal Development, Health and Physical Education K–12
  • underlying philosophy, rationale, aims and objectives of the syllabi
  • knowledge, understanding and skills themes in the syllabi
  • outcomes, learn tos and learn abouts in the syllabi
  • the knowledge base underpinning effective teaching and learning strategies across the Years 7–10 Stages 4 and 5 Personal Development, Health and Physical Education syllabi
  • the roles, resources and teacher support provided by organisations such as the NSW Board of Studies, NSW Department of Education and Communities (DEC) and the federal Ministerial Council on Education, Employment, Training, and Youth Affairs (MCEETYA).

2. Knowledge of pedagogy in context of teaching Personal Development, Health, Physical Education 

Linking current pedagogical theory to the development of effective:

  • teaching and learning strategies
  • lesson planning and program development
  • assessment and reporting strategies
  • ways of differentiating the curriculum to meet the diverse needs of learners
  • strategies for teaching Personal Development, Health and Physical Education
  • integration of new and emerging technology into teaching and learning strategies
  • application of the NSW DEC Quality Teaching Model and other pedagogical models into teaching and learning in Personal Development, Health and Physical Education.

Planning and developing a unit of work: (a) teaching and learning goals; (b) selection and organisation of content; (c) selection, development and use of materials and resources; (d) linking assessment to learning; (e) providing feedback to students; (f) monitoring students’ progress and record keeping (g) using evidence of student learning to plan lessons

3. Knowledge of curriculum requirements

  • NSW Board of Studies assessment requirements for the Record of School Achievement (RoSA)
  • current issues relating to teaching and learning in the Personal Development, Health and Physical Education Years 7–10
  • cross-curriculum priorities and general capabilities in the Personal Development, Health and Physical Education syllabus.
  • linking curriculum and resources (including ICT) to the development of effective:
    • teaching and learning strategies
    • lesson planning and program development
    • assessment and reporting strategies
    • ways of differentiating the curriculum to meet the diverse needs of learners
    • strategies for literacy and numeracy support and development.

4. Contemporary approaches to teaching of games in Physical Education: Teaching Games for Understanding (TGfU)

  • TGfU and the Personal Development, Health and Physical Education Years 7–10 syllabi
  • TGfU lesson planning – templates
  • pedagogical principles and practices
  • advantages and limitations of TGfU
  • implications for programming and assessment

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

Learning outcomes and graduate attributes

Prescribed texts

Session 1

  • No prescribed texts.
Prescribed texts may change in future study periods.

Teaching and assessment

Online

Teaching method
Structured online learning Self paced (self paced)
Assessment
Weekly Online TasksSR
Teaching and learning resource40%
Unit of work - Rationale and sequence of three (3) lesson plans60%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2019 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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