Unit description

This unit builds on Foundations: Personal Development, Health and Physical Education by providing students with knowledge of relevant syllabus and curriculum requirements for teaching PDHPE to children early years -12. Students will design integrated assessment and teaching and learning strategies which maximise both student engagement and inclusivity; employ ICTs and support students in the transition from early childhood to primary and then to secondary school settings. 

Unit content

Module 1: Physical Education

This module expands upon the fundamental movement skills ideology examined and applied in the foundation unit. This module also provides students with

  • hands-on understanding of the basic concepts and practical skills for creating and facilitating safe and inclusive physical activity in PDHPE for children early years to 12.
  • prerequisite knowledge to effectively plan and teach movement experiences according to the age and motor abilities of individual students including those who require more supportive learning environments.
  • constructivist learning approaches with students actively participating in learning in, through and about physical education.
  • a focus on personal and social skills that can be developed through participation in movement and physical activities such:

o   communication
o   decision-making
o   problem solving
o   critical and creative thinking and
o   cooperative skills.

Students will investigate models of pedagogy for teaching and assessing primary and early childhood PDHPE. Students will also engage in practical activities that will explore varying strategies that will enable them to teach activities such as imaginative play, dance, minor games, lead-up and modified games.

Module 2: Health Education

This module builds on the key frameworks and foundational understandings around health education and promotion developed in the foundation unit. Students will examine a range of models and pedagogy for teaching and assessing and design a variety of teaching and assessment strategies to cater for students early years to 12 years. Explicit links are made to the Australian Curriculum frameworks with an emphasis on planning, programming and implementation of appropriate documents. Students develop key pedagogical strategies, including ICT’s, to effectively address health priorities for young children. The development and promotion of protective factors through their teaching of Health Education is a focus. The following key areas are covered in detail:

  • Sexual Health and Child Protection
  • Alcohol and Drugs
  • Bullying, Cyberbullying and Resilience
  • Mental Health and Wellbeing and Safety
  • Integrating ICT in PDHPE
  • Ways of differentiating curriculum to meet the diverse needs of learners in the PDHPE classroom.
  • The role and value of PDHPE in the broader school curriculum and its relationship to numeracy and literacy.
  • The placement of primary and early childhood PDHPE in the continuum of learning from K-12, including a particular understanding of the links between Stage 3 and Stage 4.
  • Planning effective lessons utilising relevant support documents such as the Personal Development Health and Physical Education K-6 Syllabus, NSW Primary Curriculum Foundation Statements, Queensland ELs, EYLF and the Australian F-10 Health and Physical Education curriculum.

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

  • Recommended text: Herbert, P., Frangenheim, E., & Alford, G. , 2014, The beginning teacher’s companion, 2014, ICT publications. ISBN: 9780958154154.
  • Recommended text: Pill, S., 2013, Play with purpose: for fundamental movement teaching, Australian Council for Health, Physical Education and Recreation ACHPER, Kent Town, South Australia.
Prescribed texts may change in future study periods.

Teaching and assessment

Coffs Harbour

Teaching method
Tutorial on-site 1.5 hours (10 weeks)
Workshop on-site 1.5 hours (10 weeks)
Assessment
Games Centred Approach Lesson Plan 25%
Micro teach 25%
Learning Sequence 50%

Gold Coast

Teaching method
Tutorial on-site 1.5 hours (10 weeks)
Workshop on-site 1.5 hours (10 weeks)
Assessment
Games Centred Approach Lesson Plan 25%
Micro teach 25%
Learning Sequence 50%

Lismore

Teaching method
Tutorial on-site 1.5 hours (10 weeks)
Workshop on-site 1.5 hours (10 weeks)
Assessment
Games Centred Approach Lesson Plan 25%
Micro teach 25%
Learning Sequence 50%

Online

Teaching method
Structured online learning Self Paced (Self Paced)
Tutorial online 1 hour (twice)
Workshop on-site 1 day (once)
Assessment
Games Centred Approach Lesson Plan 25%
Micro teach 25%
Learning Sequence 50%
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 2017 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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