028247 Personal Development, Health, Physical Education 2: Curriculum and Pedagogy in HPE
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 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses. See access conditions.
Description
This subject involves a thorough analysis of the theoretical and practical health and movement studies contained in the NSW K–6 PDHPE syllabus package, with a view to assisting students with the development of informed and integrated teaching programs. Students participate in activity-based workshops that address effective teaching in HPE, plus other supporting topics and issues relevant to their future working environments.
Subject learning objectives (SLOs)
| a. | Plan and implement effective teaching and learning in PDHPE in primary schools (GTS 3.2, 3.3, 3.4, 3.5); |
|---|---|
| b. | Investigate the role of PDHPE and The Health Promoting School in enhancing the health and wellbeing of the student (GTS 1.1); |
| c. | Analyse strategies for creating supportive and safe learning environments (GTS 4.1, 4.2, 4.4); |
| d. | Apply a range of current research issues and theoretical concepts informing professional practice in PDHPE (GTS 2.1). |
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.
- Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
- Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
- Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS3)
6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
6.2 Exhibit high level numeracy and literacies (GTS 2)
Teaching and learning strategies
Health & Physical Education (HPE) is by nature, a very practical, hands-on, active and participatory teaching area. This subject therefore features practical-based seminars featuring integrated opportunities for students to participate in planning, inquiry-based problem-solving tasks, performance activities, analysis of case studies, audio-visual presentations, reporting to peers and demonstration lessons or scenarios. Practical workshop sessions will also engage students in application and analysis of teaching methods and pedagogical issues through peer teaching sessions, presentations and de-briefing discussions. These workshop sessions afford ongoing opportunities for students to receive peer and tutor feedback. It is an assumption that students will engage in additional problem-solving tasks, planning, writing and individual research each week in preparation for submission of assignments. Canvas will be used to support students, provide a range of applied resources and further detailed information regarding learning and assessment tasks.
Content (topics)
- The nature and role of PDHPE as a discipline for supporting the development of the health and wellbeing of children, focusing on the concepts, knowledge base, pedagogy, delivery and issues involved in providing quality teaching and learning in PDHPE in the primary school (PA 2.5);
- The concept of safe living and health studies including understanding children’s health, health and wellbeing, settings based approaches to health promotion, key socio-cultural frameworks informing approaches to health education (PA 2.2, 2.3);
- Promotion of healthy knowledge, attitudes and practices for children related to healthy eating, sexual health, safe living for road, personal, water, school, recreational, cyber-, home and emergency contexts, drug education, child protection education, interpersonal relationships and healthy choices;
- Safety in the teaching of PDHPE including participation in gymnastics and fundamental movement activity experiences;
- Exposure to and knowledge about the discipline of PDHPE, including review of the rationale, scope and content of the K-6 PDHPE Syllabus; the integrated nature of the PDHPE curriculum; building a professional foundation of health knowledge, attitudes and skills; life skills and the healthy school environment;
- Knowledge about pedagogical studies in PDHPE, including the spiral syllabus and programming process, scope and sequence, effective planning of lessons; the range of teaching and learning processes in PDHPE; use of living skills methodology and the broad range of action-oriented teaching methods; Integrating other KLAs and ICT with PDHPE; and understanding numeracy and literacy in PDHPE (PA 3.1, 3.3, 3.5, 4.10).
Assessment
Assessment task 1: Health & movement presentation
| Objective(s): | a, b and c | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||
| Length: | 5-10 minutes | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Presentation
| Objective(s): | a and c | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||||||
| Length: | 5 minutes | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at tutorials is essential in this subject because it is based on a practical participatory, collaborative approach, involving hands-on workshopping, trialing and interchange of ideas and procedures with other students and the tutor.
Required texts
NESA. (2018). PDHPE K-10 Syllabus. NSW Syllabus for Australian Curriculum. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018
References
INDICATIVE REFERENCES:
Anspaugh, D. & Ezell, G. (2010). Teaching Today's Health. (9th ed). San Francisco: Pearson
Australian Curriculum and Reporting Authority. (2014).Australian Foundation to Year 10 Health and Physical Education Curriculum. Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/rationale.
Australian Sports Commission (ASC). (2005). Give It A Go- a DEP Resource. Canberra: ASC.
Bailey, R. (2001). Teaching Physical Education. A handbook for primary & secondary teachers. London: Kogan Page.
Bates, K. & Taylor, E. (2017) Respect Me-Respect You: Fostering Resilience (Ages 5-7) RIC
Clumpner, R. (2003). Sport Progressions. Champaign: Human Kinetics.
Dawson, A. & Morris, K. (2005). Fun and Games. Champaign: Human Kinetics.
Gallahue, D. & Ozmun, J. (1995). Understanding motor development. Madison: Brown and Benchmark.
Graham, G., Holt/Hale, S.A. & Parker, M. (1993). Children Moving. (3rd ed.). London: Mayfield.
Hancock, J. & Leaver. C. (2006). Teaching Strategies for Literacy. Norwood: Australian Literacy Educator’s Association.
Innes, S. & Agocs, I. (2020) The Internet is Like a Puddle. Richmond: Little Hare Books.
Innes, S. & Agocs, I. (2020) Worries are Like Clouds. Richmond: Little Hare Books.
Landy, J. & Landy, M. (1993). Ready-to-use P.E. activities for grades K-9. New York: Parker.
Launder, A. (2001). Play Practice - The Games Approach to Teaching and Coaching. Champaign: Human Kinetics.
Pangrazi, R., Beighle, A. & Pangrazi, D. (2009) Promoting Physical Activity & Health in the Classroom. San Francisco: Pearson
McGrath, H. & Noble, T. (2017). Bounce Back! Years 5-6 (3rd ed) Pearson.
NESA. (2018). PDHPE K-10 Syllabus. NSW Syllabus for Australian Curriculum. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018
Tinning, R., McCuaig, L,. & Hunter, L. (2006). Teaching Health and Physical Education in Australian Schools. Frenchs Forest: Pearson Education Australia.
Tinning, R., Macdonald, D., Wright, J. & Hickey, C. (2001). Becoming a Physical Education Teacher. Contemporary and enduring issues. Frenchs Forest: Pearson Education.
Westwood, P. (2008). What teachers need to know about learning difficulties. Camberwell: ACER Press.
Winnick, J.P. (Ed.). (2005). Adapted Physical Education and Sport (4th ed.). Champaign: Human Kinetics.
Other resources
A large selection of puppets are available from the UTS library Level 7, Building 2. They are stored under the library and can be ordered online 2 hours prior to collection. There is also a large picture book collection and some resource kits available within the library.