Details for Curriculum Studies – Personal Development, Health and Physical Education: Part A

This subject provides an overview of the field of adolescent development providing models of instruction and resources in the health and physical education arena. It specifically focuses on physical, cognitive, social and emotional, moral development and the application to health and physical educationin years 7-10.


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS411
  • Credit points: 10
  • Subject coordinator: Jim Twelves

Prerequisites

A major in personal development and/or health studies (with a socio-cultural perspective) and/or physical education with at least three units of study in health education including: mental health, sexual health, relationships, drug education, child protection education, gender studies and risk taking behavior and at least three units of study in physical education including: contemporary physical activities, dance, gymnastics, games and sport. Vocationally oriented courses, coaching certificates, umpiring/refereeing accreditation in sports and physical activities are not recognised as equivalent.

The following courses are prerequisites:

Awards offering Curriculum Studies – Personal Development, Health and Physical Education: Part A

This unit is offered as a part of the following awards:

Unit Content

Curriculum Objective

In this subject, pre-service teachers will be introduced to curriculum, pedagogy and assessment in the NESA Personal Development, Health and Physical Education (PDHPE) Years 7-10 Syllabus. They will examine and critique the content, principles, practices and pedagogical approaches associated with physical activity and movement education; and personal development and health education. This subject also aims to develop the pre-service teacher’s understanding of contemporary theory, concepts and skills and provide opportunities for the design of learning and teaching sequences and assessment tools that respond to the needs of diverse learners and are informed by research. The diverse social factors which impact upon the learning and teaching of PDHPE for supporting the development of health, well-being and a positive sense of self and others will also be explored.

Outcomes

  1. Discuss, with reference to current research and best practice, health and well-being issues that affect young Australians and their ability to make positive lifestyle choices that foster emotional well-being such as self-acceptance and self-confidence;
  2. Consider the teacher’s role in engaging with parent/carers in the educative process and with external professionals and community organizations in Christian and alternate school context;
  3. Demonstrate an understanding of the interrelationship of the strands within the PDHPE Years 7-10 syllabus by designing programs for students from diverse backgrounds which foster personal responsibility and goal setting, lifelong participation, interpersonal skills, wellbeing and respect;
  4. Using the NESA PDHPE Years 7-10 Syllabus develop student-centred innovative and well-designed lesson sequences (concepts, substance and structure), tools, and skills; language, literacy and numeracy demands of the content including the general capabilities and cross curriculum priorities, and differentiates for the full range of student abilities, and diverse backgrounds that includes assessments across the full range of abilities and designate work samples for reliably reporting to parents/carers and record-keeping;
  5. Critically reflect upon the lesson sequence and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design.

Subject Content

  1. History and development of various models of Physical Education; exploration of Physical Education Value Orientation, developing a philosophy of teaching Physical Education; analysis of movement, safe participation and health status;
  2. Historical development of models of teaching PDHPE: Bandura, Bruner’s Discovery, Bronfenbrenner, Goodlad, stages of change; self efficacy theory; Scientific Inquiry; Direct Instruction; Models of Pedagogy, Sports Education, Teaching games for understanding, Ottawa Charter for Health Promotion;
  3. Teaching strategies: Seindetop, Whipp, Taggart; Guided discovery/inquiry, creating; Developing critical thinking, explanation, questioning;
  4. Curriculum for years 7-10: origins, trends, hidden curriculum, ideologies and beliefs about health education, negotiating the curriculum, outcomes based education, sexuality and sexual education. Holistic health education PEMSS (Physical, Emotional, Mental, Social and Spiritual Health);
  5. Programming and planning: Literature-based, integrated, thematic, group, lesson, unit and programming templates, differentiated and inclusive;
  6. Working within extreme environments: heat, cold, wet weather, managing challenging student behaviours, working with unfit and disengaged students;
  7. Assessment and reporting: rubrics, checklists, video and audio observations;
  8. Community Engagement: Education for Life – accessing local resources to support lifelong health and well-being on all levels.

This course may be offered in the following formats

  • Face-to-Face
  • Intensive
  • Distance/ Global Online

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

Assessment Methods

  1. Critical Reflective Paper (30%)
  2. Sporting Coach Manual (35%)
  3. Lesson Plan Sequence (35%)

 

Prescribed Text

  • References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references