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LocationDomesticInternational
OnlineN/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.
  • 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:
1demonstrate a working knowledge of the concepts and content of the Personal Development, Health and Physical Education (Stage 4 and 5) syllabi
2develop 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
3develop 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
4identify and critically examine assessment and reporting procedures and strategies, and devise assessment for learning activities
5apply an understanding of aspects of curriculum differentiation in order to meet the diverse needs of learners
6design 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
7demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.

On completion of this unit, students should be able to:

  1. demonstrate a working knowledge of the concepts and content of the Personal Development, Health and Physical Education (Stage 4 and 5) syllabi
  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
  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
  4. identify and critically examine assessment and reporting procedures and strategies, and devise assessment for learning activities
  5. apply an understanding of aspects of curriculum differentiation in order to meet the diverse needs of learners
  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
  7. demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.

Prescribed texts

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

Teaching and assessment

Teaching method
Structured online learning Self paced (self paced)
Assessment
Weekly Online TasksSR
Health Teaching and Learning Resource50%
PE Unit of work - Rationale and sequence of three (3) lesson plans50%
Notice

Intensive offerings may or may not be scheduled in every teaching period. 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 teaching period.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.

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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