013430 Personal Development, Health and Physical Education Teaching Methods 4

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

Requisite(s): 013427 Personal Development, Health and Physical Education Teaching Methods 1 OR 013048 Personal Development, Health and Physical Education Teaching Methods 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013072 Personal Development, Health and Physical Education Teaching Methods 4 AND 028270 Personal Development, Health and Physical Education Teaching Methods 4

Description

This subject focuses on preparing proficient beginning teachers and setting a foundation for continuing professional learning. Students apply educational research to planning and developing units of work; designing, organising and evaluating methods and materials for teaching; and using this framework as a basis for their future teaching. The subject adopts an inquiry-based process in which real problems and questions are identified and explored in depth by teams to generate deep knowledge pertinent to students' professional learning needs.

Subject learning objectives (SLOs)

a.	Organise content into an effective learning and teaching sequence (GTS 2.2.1).
b.	Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans (GTS 2.3.1).
c.	Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning (GTS 5.3.1).

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

1.2) Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery

1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems

Teaching and learning strategies

Students will critically examine and apply current thinking and professional practice in PDHPE teaching and learning. They will work collaboratively off-campus in teams and individually to analyse curriculum and syllabuses for the planning of effective PDHPE programs. The process will be supported by on-campus workshops activities and an online environment. Students will receive the opportunity for early tutor and peer feedback on their lesson preparation and Unit progress. Students will undertake extended inquiry to investigate problems and issues in scenario-based and

authentic school settings. The subject includes students taking on the virtual role of PDHPE teachers and project leaders in a school department.

Formative feedback

The lecturer will provide formative feedback on students’ comprehension of key concepts and their application in tutorials before the census date.

Students will gain feedback on the first summative task prior to the submission of the next one.

Content (topics)

Planning and programming comprehensive PDHPE curriculum content into effective teaching and learning sequences
Curriculum content and assessment
Structuring lesson sequences and programs using a range of teaching and assessment strategies
Scenario-based, problem-based and project-based learning
Pedagogical content knowledge
Initiatives in PDHPE education such as:
- 21st century learning and assessment
- contexts for teaching and learning PDHPE
- teaching controversial issues in PDHPE
- student engagement
- history and philosophy of PDHPE
- ICT and its innovative use
Using texts, learning objects and learning programs
Open-ended investigations/investigative practical work
Engaging ethically and professionally with external stakeholders and understanding their role in broadening professional knowledge and practice
Strategies for supporting engaging, inclusive and authentic learning and assessment
- Assessment moderation and its application to support consistent and comparable judgements of student learning
Getting ready to teach – now and in the future

Assessment

Assessment task 1: Unit of Work

Objective(s):

a, b and c

Weight:

50%

Length:

2000 words, plus references

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Organised content into an effective learning sequences	40	a	1.2
Used curriculum and assessment knowledge to design an effective PDHPE program	40	b	1.3
Effectively planned assessments enabling comparable and fair judgements of student learning	20	c	1.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Program

Objective(s):

a, b and c

Weight:

50%

Length:

4000 words + appendices and references eg (not included in word count) preamble, references, any additional assessment samples, support materials/resources

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Program content has been organised into an effective sequence of teaching and learning Units, supported by appropriate equipment and/or resources (group component)	30	a	1.2
The design and scope of the learning sequences and plans reflects an excellent knowledge of PDHPE curriculum principles, teaching & learning in the discipline, and appropriate use of curriculum knowledge (group component)	20	b	1.3
Assessment design and moderation tools ensure validity, reliability and consistency (group component)	10	c	1.3
The quality of the Individual�s Unit contribution to the whole program: its application of knowledge of students, appropriate links to syllabus, and excellence in planned curriculum, learning and teaching sequences contained in Unit (individual component)	40	a, b	1.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students work in a team to develop their teaching materials. A record of team meeting should be provided with assessment task 2. Any student not able to provide evidence by week 3 in-class of active and cooperative contribution to the group should consult the lecturer and consequently submit Task 2 individually. Students learn to work effectively in groups so should learn to communicate expectations and processes clearly and fairly to all group members. Any issues or problems should be worked out within the team, or if not possible, consulted and communicated with the lecturer in writing by Week 4 so alternative arrangements can be made.

Required texts

NESA. (2018). PDHPE K-10 Syllabus. NSW Syllabus for the Australian Curriculum. https://syllabus.nesa.nsw.edu.au/pdhpe/

NSW Board of Studies. (2009). Personal development, health and physical education Stage 6 Syllabus. Sydney: NSW Board of Studies.

NSW Board of Studies. (2007). Personal development, health and physical education K-6 Syllabus. Sydney: NSW Board of Studies.

NSW Board of Studies (2003). Personal development, health and physical education Years 7–10 Syllabus. Sydney: NSW Board of Studies.

Resources can be downloaded.

Recommended texts

Brady, L. & Kennedy, K. (2010). Curriculum construction. Frenchs Forest, NSW: Pearson Australia.

Breed, R. & Spittle, M. (2011). Developing Game Sense Through Tactical Learning. Port Melbourne: Cambridge University Press.

Cox, S. (2004). PDHPE Zone Stage 5: Movement skill and performance. Port Melbourne, Vic.: Heinemann.

Currie, J.L. (2014). Teaching Health & Physical Education in the Secondary School. Camberwell, Vic.: ACER Press.

Hearne, D. (2004). PDHPE Zone Stage 5: Lifelong physical activity. Port Melbourne, Vic.: Heinemann/Harcourt Education.

Konza, D., Woodley, L. & Pond, L. (2010). Health & physical education. Terrigal, NSW: David Barlow Pub.

Lees, R. & Lees, A. (2002). Personal development, health and physical education. Preliminary and HSC Course. Sydney: McGraw-Hill Book Co.

Lees, R. & Lees, A. (1998). Queensland health and physical education: an inquiry based approach. Sydney: McGraw-Hill Book Co.

Maher, M. (2004). PDHPE Zone Stage 5: individual community health. Port Melbourne. Vic.: Heinemann.

NSW Department of Education. (2011). NSW Curriculum and Learning Innovation Centre Curriculum support for NSW Public Schools and for the Teaching of PDHPE. Ryde, NSW: Department of School Education, Curriculum Directorate. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/

Stasos, A. (2004). PDHPE Zone. Stage 5, Teacher's resource and assessment disk. Port Melbourne, Vic.: Heinemann.

Tinning, R., McCuaig, L. & Hunter, L. (Eds.). (2006). Teaching health and physical education in Australian Schools. Frenchs Forest, NSW: Prentice Hall, 2006.

Yarham, C., Kak, A., Grant, G., Balagopal, I., Kanakaraj, D., Bridgland, T., Willetts, J., Grant, A., Burgess, J., Guranathan, G. & Brigand, K. (2004). Schools Total Health Program (2nd Ed.). New Delhi: Vikas.