Availabilities:
| Location | Domestic | International |
|---|---|---|
| Online | Session 1 | N/A |
Unit description
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 and content 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 Education Standards Authority (NESA), 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 Education Standards Authority (NESA) 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.
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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.
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | demonstrate a working knowledge of the concepts and content of the Personal Development, Health and Physical Education (Stage 4 and 5) syllabi | Knowledge of a discipline | ||||||
| 2 | develop a working knowledge of programming and designing units and lesson plans in relation to the Personal Development, Health and Physical Education Years 7-10 syllabus | Lifelong learning | ||||||
| 3 | develop effective teaching and learning strategies, based on a range of current pedagogical theories designed to encourage the development of knowledge, understanding, skills, values, attitudes and student engagement | Knowledge of a discipline | ||||||
| 4 | identify and critically examine assessment and reporting procedures and strategies, and devise assessment for learning activities | Knowledge of a discipline | ||||||
| 5 | apply an understanding of aspects of curriculum differentiation in order to meet the diverse needs of learners | Knowledge of a discipline | ||||||
| 6 | design and engage in teaching and learning opportunities that demonstrate an understanding of the principles of Teaching Games for Understanding and the capacity to engage in critical reflection on teaching practice | Lifelong learning | Communication and social skills | |||||
| 7 | demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession. | Communication and social skills | ||||||
On completion of this unit, students should be able to:
- demonstrate a working knowledge of the concepts and content of the Personal Development, Health and Physical Education (Stage 4 and 5) syllabi
- GA4: Knowledge of a discipline
- develop a working knowledge of programming and designing units and lesson plans in relation to the Personal Development, Health and Physical Education Years 7-10 syllabus
- GA5: Lifelong learning
- develop effective teaching and learning strategies, based on a range of current pedagogical theories designed to encourage the development of knowledge, understanding, skills, values, attitudes and student engagement
- GA4: Knowledge of a discipline
- identify and critically examine assessment and reporting procedures and strategies, and devise assessment for learning activities
- GA4: Knowledge of a discipline
- apply an understanding of aspects of curriculum differentiation in order to meet the diverse needs of learners
- GA4: Knowledge of a discipline
- design and engage in teaching and learning opportunities that demonstrate an understanding of the principles of Teaching Games for Understanding and the capacity to engage in critical reflection on teaching practice
- GA5: Lifelong learning
- GA6: Communication and social skills
- demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.
- GA6: Communication and social skills
Prescribed texts
- No prescribed texts.
Teaching and assessment
| Teaching method |
| Structured online learning Self paced (self paced) |
| Assessment | |
| Weekly Online Tasks | SR |
| Health Teaching and Learning Resource | 50% |
| PE Unit of work - Rationale and sequence of three (3) lesson plans | 50% |
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 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.