ApplyEnquire

Details for EDU511 Personal Development, Health and Physical Education

This subject provides a comprehensive overview of key researchers in the field of child and adolescent development providing models of instruction and resources in the health and physical education arena. It specifically focuses on physical, cognitive, social and emotional, moral development and the application to health and physical education incorporating a Christian world view enabling each student to flourish. 

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU511
  • Credit points: 10

Subject Coordinator

Cassandra Pendlebury

Prerequisite

EDU407  Foundations in Christian Education  

Unit Content

Outcomes

  1. Discuss the stages of child and adolescent physical, cognitive, social and emotional, moral and spiritual development and illustrate the implications of this knowledge for teaching and learning.  
  2. Identify current health, well-being and social issues that affect young Australians and the ability to foster positive lifestyle choices, while supporting learners’ emotional well-being from a Christian worldview, such as positive identity, self-acceptance and self-confidence. 
  3. Articulate the rationale for including specific strands and domains in the ACARA or NSW K to 6 syllabus and the pedagogies that support the teaching and assessment of these. 
  4. Design inclusive lessons that foster personal responsibility, goal setting, lifelong participation, interpersonal skills, spiritual well–being, and respect. 
  5. Apply an advanced understanding of the content and the interrelationship of strands within PDHPE to design a sequence of engaging and inclusive lessons that model a clear understanding of the teaching area including relevant teaching, assessment and reporting strategies and resources. 

Subject Content

  1. Theories regarding the “milestones” of psychosocial, physical, moral, and spiritual development (G. Stanley Hall, S. Freud, Margaret Mead, A. Bandura, Maslow, Erik Erikson). Religious belief, participation, theories of spirituality and the role of parents/carers; cultural identity and cultural influence and community concerning child and adolescent development and identity, motivation, social-emotional learning and self-regulation.  Peer influences and relationships and the role of PDHPE in this. 
  2. Challenges that children and adolescents face i.e. bullying, social media, anxiety, depression, etc. Understanding strategies for working effectively, sensitively and confidently with parents/carers including parents/carers and community members/groups from different cultural and linguistic backgrounds. The concept of partnership and working in partnership with parents/carers and community groups/organisations. Whole school initiatives and strategies that foster student wellbeing and holistic development including Restorative Practices etc. 
  3. History and development of various models of Physical Development, Health and Physical Education; Bandura, Bruner’s Discovery, Bronfenbrenner, Goodlad, stages of change; self-efficacy theory; exploration of Physical Education Value Orientation, developing a philosophy of teaching Physical Education; analysis of movement, safe participation and health status.
  4. The Curriculum: origins, trends, content, hidden curriculum, ideologies and beliefs about health education, negotiating the curriculum, outcomes-based education, sexuality and sexual education. Ethical issues related to the teaching of PDHPE 
  5. PDHPE pedagogy and practice: Scientific Inquiry; Direct Instruction; NSW Model of Pedagogy, Sports Education, Teaching games for understanding, play, Ottawa Charter for Health Promotion.  A strengths-based approach to teaching PDHPE, health literacy. teaching strategies: Fundamental Movement Skills; Seindetop, Whipp, Taggart; Guided discovery/inquiry, creating; Developing critical thinking, explanation, and questioning. Assessment of various skills. Assessment methods and techniques (diagnostic, formative and summative). The use of ICT in teaching PDHPE. 
  6. Focus on mastering key strands and domains (content and skill areas) relevant to the ACARA & NSW K to 6 syllabus  
  7. Focus on mastering key strands and domains (content and skill areas) relevant to the ACARA & NSW K to 6 syllabus 
  8. Focus on mastering key strands and domains (content and skill areas) relevant to the ACARA & NSW K to 6 syllabus 
  9. Programming and planning in personal development: Literature-based, integrated, thematic, group, lesson, unit and programming templates, differentiated and inclusive Selection of resources.  
  10. Classroom Application; philosophical and ethical theories, making ethical decisions in teaching and promoting health, Christian worldview and denominational emphases; managing student behaviour: cross-cultural and religious issues in classroom management. Australian Indigenous relationships and schooling, parent/carers communication and support, parent-teacher interviews; interpersonal relationship skills: developing self-responsibility and goal setting; personal behaviour plan; interventions and conflict resolution; passive, aggressive and assertive communication techniques; leadership; rules and consequences, anti-bullying strategies. Including strategies to facilitate a positive classroom environment. Discipline/crisis response. 
  11. Working collegially within extreme/crisis environments: heat, cold, wet weather, managing challenging student behaviours, working with unmotivated students, adjustments to teaching learning and/or assessment activities to support students with a disability and additional needs.  
  12. Assessment and reporting: rubrics, checklists, effective communication of student progress to parent/carers, video and audio observations. Identify relevant and appropriate sources of professional learning to develop knowledge and skill in this teaching area. 

This course may be offered in the following formats

  • E-learning (online/asynchronous) 
  • E-learning (online/synchronous) 

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

  1. Critical Reflection: Forum Posts (10%)
  2. Creative Project (30%)
  3. Minor Essay (25%)
  4. Five (5) x Lesson Plans (35%)

Prescribed Text