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Unit of Study EDU01022 - Curriculum Specialisation: Personal Development, Health, Physical Education II (Lifestyle) (2015)

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Unit Snapshot

  • Unit type

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Advanced

  • Former School/College

    Former School of Education

  • Enrolment information

    Compulsory face to face workshop

Unit description

Equips students with the necessary skills and experiences to design and implement appropriate teaching programs and strategies in the curriculum area of PDHPE. It examines current teaching issues and practices and aims to provide students with the knowledge and skills to teach the Stage 6 PDHPE; Sport, Lifestyle and Recreation; and Community and Family Studies syllabi. The unit also applies the Sport Education in Physical Education (SEPEP) curriculum model and examines its practical application to the school setting.

Unit content

In relation to at least two (2) PDHPE Stage 6 syllabus areas:

Knowledge of PDHPE Stage 6 syllabi content, including:

  • The history, philosophy and rationale for PDHPE Stage 6 subjects in the PDHPE K–12 continuum
  • Critical assessment of the discipline-based knowledge required for effective teaching and learning across the suite of PDHPE Stage 6 syllabi
  • Aims, objectives and key competencies of the PDHPE Stage 6 syllabi
  • Skills, knowledge, understanding and key terms in the syllabi
  • Outcomes and Content and BOSTES course requirements for the Preliminary and HSC courses
  • The roles, resources and teacher support provided by organisations such as BOSTES, the Universities Admissions Centre, the NSW DEC and the federal Ministerial Council on Education, Employment, Training, and Youth Affairs.

Knowledge of pedagogy

  • In the context of the PDHPE Stage 6 syllabi, critical assessment and linking of current pedagogical theory and principles to the development of effective:
  • teaching and learning strategies
  • lesson planning and program development
  • assessment and reporting strategies
  • ways of differentiating the curriculum
  • inquiry approaches to learning
  • strategies for integrating new and emerging technology into teaching and learning
  • application of the Quality Teaching Framework and other pedagogical models to teaching practice.

Knowledge of curriculum requirements

  • The place of the PDHPE Stage 6 curriculum in the continuum of learning K–12
  • BOSTES assessment requirements for the Preliminary Course and the HSC
  • Current issues relating to teaching and learning in the PDHPE Stage 6 syllabi
  • Ways of differentiating the curriculum
  • Linking curriculum and resources (including ICT) to the development of effective:
  • teaching and learning strategies
  • lesson planning and program development
  • assessment and reporting strategies
  • strategies for literacy and numeracy support and development
  • strategies for information literacy support and development.

The Sport Education in Physical Education curriculum model (SEPEP)

  • What is SEPEP?
  • Differences to traditional instruction such as: pattern of classroom interaction, procedures and principles, and redefining the roles of teachers and students.
  • Roles within SEPEP such as umpiring, acting as a team coach, manager or captain, serving on a sports management board or working as a publicity officer or journalist.
  • Key characteristics of SEPEP

Availabilities

Location Domestic International
Online Session 2 Session 2

Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
Learning outcome count Learning outcome description GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 develop a Stage 6 teaching resource that demonstrate a broad and critical understanding of the knowledge base of the Stage 6 PDHPE syllabus, and reflects a well-developed ability to promote independent student research and inquiry
2 develop an assessment for learning task and marking guidelines that demonstrates appropriate curriculum links and contemporary approaches to assessment
3 develop an understanding of the principles of the Sport Education in Physical Education (SEPEP) curriculum model and design and deliver a lesson plan
4 engage with the SEPEP wiki to assist in their delivery of the SEPEP lesson and critically evaluate the effectiveness of using wikis in schools
5 demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.

On completion of this unit, students should be able to:

  1. develop a Stage 6 teaching resource that demonstrate a broad and critical understanding of the knowledge base of the Stage 6 PDHPE syllabus, and reflects a well-developed ability to promote independent student research and inquiry
    • GA2:
    • GA4:
  2. develop an assessment for learning task and marking guidelines that demonstrates appropriate curriculum links and contemporary approaches to assessment
    • GA4:
  3. develop an understanding of the principles of the Sport Education in Physical Education (SEPEP) curriculum model and design and deliver a lesson plan
    • GA1:
    • GA2:
    • GA4:
  4. engage with the SEPEP wiki to assist in their delivery of the SEPEP lesson and critically evaluate the effectiveness of using wikis in schools
    • GA2:
    • GA4:
  5. demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.
    • GA1:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.