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LocationDomesticInternational
Coffs Harbour
Gold Coast
Lismore
Online

Unit description

Provides students with knowledge of relevant syllabus and curriculum requirements for teaching PDHPE from the early years to Year 6. Students will design integrated assessment and teaching and learning strategies which make links between health and physical activity, 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: Pedagogical Approaches

Module 2: Games, Tactics and Decision making

Module 3: Planning and modifying in games-based approaches

Module 4: Child protection and Safety

Module 5: Pedagogical practice 1

Module 6: Pedagogical practice 2

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 sound knowledge of the relevant primary school syllabus and relevant early childhood curriculum requirements
2demonstrate models of pedagogy, and a range of strategies, for teaching and assessing PDHPE, including the use of ICTs
3identify and critically examine sensitive issues relating to teaching PDHPE and discover correct protocol and procedures to effectively handle a variety of issues, including issues around child protection, wellbeing and safety
4meaningfully integrate PDHPE across other KLAs and across key transition points (early childhood/primary/secondary)

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

  1. demonstrate a sound knowledge of the relevant primary school syllabus and relevant early childhood curriculum requirements
  2. demonstrate models of pedagogy, and a range of strategies, for teaching and assessing PDHPE, including the use of ICTs
  3. identify and critically examine sensitive issues relating to teaching PDHPE and discover correct protocol and procedures to effectively handle a variety of issues, including issues around child protection, wellbeing and safety
  4. meaningfully integrate PDHPE across other KLAs and across key transition points (early childhood/primary/secondary)

Prescribed texts

  • Recommended text: Herbert, P & Alford, G , 2017, The beginning teacher’s companion, 2nd edn, ICT publications, Brisbane, Australia. ISBN: 9780980659894.
  • Recommended text: Pill, S, 2015, Play with purpose: for fundamental movement teaching, Australian Council for Health, Physical Education and Recreation ACHPER, Kent Town, South Australia. ISBN: 9780646910796.

  • Prescribed text information is not currently available.
Prescribed texts may change in future teaching periods.

Teaching and assessment

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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