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

Building on CRS411 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, focusing on the meaning of PDHPE beyond the school curriculum by identifying implementation issues and encouraging students to value health and well-being as a lifelong learning experience.

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

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

• Master of Teaching (Secondary)

Unit Content

Curriculum Objective

Building on CRS411 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 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.

Subject Content

1. History and development of various models of performance enhancement; the role of performance enhancing principles in coaching and teaching; laboratory skills, use of technology to evaluate performance, principles of biomechanics;
2. Sport and exercise science models and frameworks; exercise physiology, motor learning and control, coaching and leadership, skill acquisition, group dynamics and team cohesion;
3. Teaching strategies: Different learning styles and Emotional Intelligences; Siedentop, Goleman; Alexander; Guided discovery/inquiry; Developing critical thinking, explanation, questioning, analysis, feedback;
4. Curriculum for years 11-12: Goodlad, Investigation and inquiry, hidden curriculum, role of science and technology in education, negotiating the curriculum, outcomes based education, outdoors education, aquatic education, ecological integration;
5. Programming and planning: Literature-based, integrated, thematic, group, lesson, unit and programming templates;
6. Theories and Practices of the National Health Priority Area Initiative – health and human development, health promotion, preventive health, population health, advocacy, behaviour change;
7. Working within elite athletes: individual and group sports, training schedules and overtraining, interagency support and legal requirements; managing crises; engaging coaches in problem solving and behavioural contracts;
8. Assessment, diagnosis and reporting: managing information and student records, databases;
9. Exploration of potential career opportunities in personal development, health and physical education arena;
10. Lifestyle education: work/life balance, prioritising time etc; defining well-being.

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 University College.

Assessment Methods

1. Minor Essay (25%)
2. Literature review (30%)
3. Major Project (45%)

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