Details for CRS304 Personal Development, Health and Physical Education

This unit outlines the Australian Curriculum and NESA Syllabus content for this area of study.  Students will engage with the latest research in the area and have an opportunity to develop their own teaching plans and programmes. The unit content includes specific teaching pedagogical practices as well as curriculum specialisation

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS304
• Credit points: 10

Subject Coordinator

Prerequisite

EDU101 Foundations of Christian Learning and Teaching

Unit Content

Outcomes

1. Analyse and synthesise PDHPE content and current literature and research, along with understandings of the stages of child development – physical, cognitive, social, emotional, and moral – to develop a personal philosophy of PDHPE
2. Consider strategies and resources for meeting the needs of students across the full range of abilities and diverse backgrounds by fostering engagement with parents/carers and the community and external professional
3. Demonstrate an understanding of the interrelationship between the PDHPE syllabus’
   propositions, content strands and skill domains by designing a PE unit for Early Stage 1 (Kindergarten/Reception) or Stage 1 (Yrs 1-2) for students from diverse backgrounds which foster personal responsibility, empathy, inclusion, respect
   and healthy relationships
4. Demonstrate understanding of the full range of assessment strategies to assess student learning.
5. Demonstrate the ability to ensure that lessons support participation and learning of students with disabilities, in line with relevant legislation.
6. Develop a student-centred innovative and well designed Stage 3 unit of work based on relevant syllabus documents.
7. Demonstrate evidenced based research relevant to the teaching context that connects the general capabilities and cross curriculum priorities, including ICT
8. Design engaging differentiated lessons and activities that demonstrate knowledge of how diverse students across the full range of abilities learn
9. Utilize multimedia and popular culture to develop critical thinking and empowerment of students around health issues.

Subject Content

1. Knowledge and understanding of PDHPE as an academic discipline including:
   • recent theory and practice;
   • the various philosophies of PDHPE including the socio-cultural influences on physical
   activity and the social view of health;
   • comparing such to a Christian and other faith constructs of PDHPE;
   • consideration of pedagogy, curriculum and instructional model designs that provide
   authentic rich sports experiences; and
   • consideration of what it means to be healthy.
2. Developing a philosophy of teaching Physical Education.
3. Models of teaching PDHPE:
   • Stages of Change;
   • Self-Efficacy Theory;
   • Direct Instruction;
   • Skill Acquisition Theory;
   • Sports Education;
   • Teaching Games for Understanding (TGfU), play;
   • Ottawa Charter for Health Promotion; and
   • Holistic approach to health/well-being.
4. Teaching strategies:
   • guided discovery/inquiry, creating, developing critical thinking, explanation,
   questioning;
   • consideration of the traditional, teacher-directed approaches of skill-drill practice with
   the shift to a Game Centred Approach (GCA);
   • the importance of modelling behaviours by teachers for congruency
   • knowledge of teaching strategies that are responsive to the learning strengths and
   needs of students from diverse linguistic, cultural, religious and socioeconomic
   backgrounds;
   • knowledge and understanding of strategies for differentiating teaching to meet the
   specific learning needs of students across the full range of abilities;
   • concern for the welfare, rights and dignity of all people;
   • understanding of how equity is effected by structures and practices within
   communities.
5. Curriculum:
   • understanding PDHPE curriculum origins and historical trends.
   • the place of the NESA PDHPE syllabus and school implementation with particular
   emphasis on the general capabilities and cross curriculum priorities.
   • negotiating the curriculum, sexuality and sexual education;
   • systematic and explicit teaching of personal and social skills to give students a basis for
   resilience and the resourceful management of their own lives;
   • flexibility to treat sensitive and controversial issues adjusting to reflect personal ethos;
   • assist exploration of different aspects of health as they are understood within different
   communities and to place teaching and learning in a context that is meaningful and
   valued by students;
   • trends in PDHPE, hidden curriculum, ideologies and beliefs about fitness education;
   • physical, social, emotional and moral development.
6. Programming:
   • using curriculum, assessment and reporting knowledge to design learning sequences
   and lesson plans;
   • encouraging reflective thought and action;
   • enhancing the relevance of new learning – facilitating shared learning, making
   connections to prior learning and experience, providing sufficient opportunities to
   learn, teaching as inquiry and e-learning and pedagogy;
   • planning that reflects an understanding of child development theories,
   • constructive group work, differentiated and inclusive;
   • planning and the use of unit and programming templates.
7. Working within extreme environments:
   • working in outdoor environments – heat, cold, wet weather, language of instruction and
   feedback;
   • warm up and cool down theories
   • managing challenging student behaviours, working with unfit and disengaged students;
   • safe participation;
   • legislative and administrative requirements;
   • codes of conduct and ethical principles.
8. Incorporating Workplace Health and Safety, including:
   • completing risk assessments for each activity and sport undertaken;
   • consideration of student physical abilities and provision of alternative tasks for
   measuring PE performance.
9. Assessment and reporting: rubrics, checklists, video and other tools.

This course may be offered in the following formats

• Face to Face (onsite)
• E-learning (online)
• Intensive
• Extensive

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Minor Essay (30%)
2. Minor Project which includes lesson plans (30%)
3. Unit of work (40%)

Prescribed Text