028270 Personal Development, Health and Physical Education Teaching Methods 4
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): (028267 Personal Development, Health and Physical Education Teaching Methods 1 AND (120 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 120 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013430 Personal Development, Health and Physical Education Teaching Methods 4 AND C10209 Bachelor of Educational Studies
Description
This subject continues to build the foundation for professional learning acquired in previous subjects of PDHPE Teaching Methods. Students apply educational research to planning and developing units of work; designing, organising and evaluating methods and materials for teaching PDHPE; and use this framework as a basis for their future teaching. Through an inquiry-based approach, in teams, students identify and explore real problems and questions in PDHPE to generate deep knowledge pertinent to students' professional learning needs.
Subject learning objectives (SLOs)
| a. | Locate and and draw on relevant teaching, scholarly and grey literature sources to inform planning of PDHPE curriculum content (GTS 2.2.1). |
|---|---|
| b. | Design learning sequences and lesson plans using relevant PDHPE curriculum, assessment and reporting knowledge (GTS 2.3.1). |
| c. | Plan assessment regimes that support consistent and comparable judgements of student learning and are context-specific to PDHPE (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.
- 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)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcome:
1. Professional Readiness
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)
Teaching and learning strategies
Students critically examine and apply current thinking and professional practice in PDHPE teaching and learning. They will work collaboratively outside of scheduled workshops and individually to analyse curriculum and syllabi for the planning of effective PDHPE programs. The process is supported by on-campus workshop activities and an online environment. Students undertake extended inquiry to investigate problems and issues in scenario-based and authentic school settings. They enact the 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 workshops before the census date.
Content (topics)
1. Planning and programming comprehensive PDHPE curriculum content into effective teaching and learning sequences
2. Physical education (outdoor practical) and health education (indoor theoretical) curriculum content and assessment
3. Structuring lesson sequences and programs using a range of teaching and assessment strategies
4. Scenario-based, problem-based and project-based learning
5. Pedagogical content knowledge
6. 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
7. Using resources and equipment effectively
8. Open-ended investigations/investigative practical work
9. Engaging ethically and professionally with external stakeholders and understanding their role in broadening professional knowledge and practice
10. Strategies for supporting engaging, inclusive and authentic learning and assessment
- Assessment moderation and its application to support consistent and comparable judgements of student learning
11. 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: | 2500 words, plus references | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Program
| Objective(s): | a, b and c | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||
| Length: | 2500 words plus appendices, references, any additional assessment samples, support materials/resources. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
NESA. (2018). PDHPE K-10 Syllabus. NSW Syllabus for the Australian Curriculum.
https://syllabus.nesa.nsw.edu.au/pdhpe/
References
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 and Physical Education in 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 Burgess, J., Guranathan, G. & Bridgland, K. (2004). Schools Total Health Program (2nd Ed.). New Delhi: Vikas.