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Details for CRS360 Curriculum Studies – Health and Movement Science

Building on CRS231 Curriculum Studies – Personal Development, Health and Physical Education (PDHPE): Part A, this subject provides an in-depth examination of the NESA Health and Movement Science 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 Model (QTM). It particularly focuses on the meaning of Health and Movement Science beyond the school curriculum by identifying implementation issues and encouraging students to value health and well-being as a lifelong learning experience. 

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS360
  • Credit points: 10

Subject Coordinator

Garrick Everett

Prerequisite

The following courses are prerequisites:

  • CRS231 Curriculum Studies – Personal Development, Health and Physical Education: Part A 
  • EDU116 Learning Theories and Application
  • or 40 credit points 

Students also need to have completed at least one tertiary level subject that would ensure a working knowledge of the key content areas in the Stage 6 HMS syllabus. 

Unit Content

Outcomes

  1. Analyse and discuss international, national and state education agendas and goals in relation to the teaching of Health and Movement Science and intended learning outcomes. 
  2. Discuss the underpinning propositions that frame the Human and Movement Science syllabus (Stage 6) and construct Unit and Lesson plans that are consistent with these propositions. 
  3. Articulate an in depth understanding of current and relevant health research in Australia, substantiating 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 HMS Stage 6 syllabus by designing Health and Human Science units of work, with relevant and integrated relevant ICT, using appropriate pedagogy and assessment approaches, including differentiated programs for the full range of student abilities (supporting their well-being and safety) and diverse backgrounds (multilingual and sociocultural) and that foster personal responsibility, goal setting and skill development and improve physical performance. 
  5. Critically review different theories, models and approaches which assist to evaluate performance and develop skills for a diverse range of learners. 
  6. Articulate a comprehensive understanding of the teacher’s role in the organisational, administrative, and work health and safety aspects of teaching Stage 6 Health and Movement Science, 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. NESA HMS Syllabus 
  2. Teaching to the syllabus (1) – A focus on teaching Year 11 content 
  3. Teaching to the syllabus (2) – Collaborative Investigation 
  4. Assessment  
  5. Teaching to the syllabus (3) – A focus on teaching Year 12 content 
  6. Consolidation 

This course may be offered in the following formats

  • Face to face (intensive)
  • E-learning (online)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

  1. Forum Posts (25%)
  2. Discussion (25%)
  3. Major Project (50%)

Prescribed Text

  • Panchal, U., de Pablo, G. S., Franco, M., Moreno, C., Parellada, M., Arango, C., & Fusar-Poli, P. (2021). The impact of COVID-19 lockdown on child and adolescent mental health: systematic review. Retrieved from National Library of Medicine: https://doi.org/10.1007/s00787-021-01856-w 
  • Pennington, C. (2019). Faith, physical activity, and physical education. Retrieved from Researchgate: https://www.researchgate.net/publication/335841227 FAITH_ PHYSICAL ACTIVITY_AND_PHYSICAL EDUCATION  
  • Sawyer, S., & Patton, G. (2011). Why Adolescent Health Matters. Retrieved from Future Leaders: futureleaders.com  
  • Schlagwein, D., & Willcocks, L. (2023). ‘ChatGPT et al.’: The ethics of using (generative) artificial intelligence in research and science. doi:10.1177/02683962231200411