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

Building on CRS231 Curriculum Studies – Personal Development, Health and Physical Education (PDHPE): Part A, this subject provides an in-depth examination of the NESA PDHPE Stage 6 syllabus for Years 11-12. This subject 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. It covers programming, differentiation of the senior curriculum and developing quality learning experiences that are aligned with the intellectual quality domain of the Quality Teaching Framework. It particularly focuses on the meaning of PDHPE beyond the school curriculum, how it might be outworked in different cultures and from different ideologies and the impact of social justice perspectives, by identifying implementation issues and encouraging students to value health and well-being as a lifelong learning experience.


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS331
  • Credit points: 10
  • Subject coordinator: Rebecca Loundar

Prerequisites

The following courses are prerequisites:

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

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

Unit Content

Curriculum Objective

Building on CRS231 Curriculum Studies – Personal Development, Health and Physical Education (PDHPE): Part A, this subject provides an in-depth examination of the NESA PDHPE Stage 6 syllabus for Years 11-12. This subject 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. It covers programming, differentiation of the senior curriculum and developing quality learning experiences that are aligned with the intellectual quality domain of the Quality Teaching Framework. It particularly focuses on the meaning of PDHPE beyond the school curriculum, how it might be outworked in different cultures and from different ideologies and the impact of social justice perspectives, by identifying implementation issues and encouraging students to value health and well-being as a lifelong learning experience.

Outcomes

  1. Critique key thinkers and researchers who have influenced contemporary theory, concepts and issues in PDHPE learning and teaching in Christian and alternate school contexts;
  2. With particular reference to the Ottawa Charter for Health Promotion, relate international, national and state education agendas to the learning and teaching of Health and Physical Education.
  3. Demonstrate an advanced understanding of current and relevant health and human development literature in Australia, including how it informs health and well-being policies and services and educational programs and impacts on learning and teaching.
  4. Demonstrate an understanding of the PDHPE Stage 6 syllabus by designing, with relevant integrated ICT, differentiated programs for the full range of student abilities (supporting their well-being and safety) and diverse backgrounds (multilingual and sociocultural) which foster personal responsibility, goal setting and skill development and improve physical performance;
  5. Critically examine different theories/ models and approaches which assist to evaluate performance and develop skills for diverse learners;
  6. Demonstrate an understanding of and comprehension of the teacher’s role in the organisational, administrative, and WHS aspects of teaching Stage 6 PDHPE including engaging with parents/ carers, professional and external community organisations;
  7. Critically appraise current studies and practices in movement and physical activity including scientific studies in anatomy, physiology, biomechanics and skill acquisition.

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 College.

Assessment Methods

  • Minor Essay (30%)
  • Literature Review (30%)
  • Major Project (40%)