1. UNIT NUMBER: 101401
NAME: SECONDARY METHOD 2B: PDHPE 2X
School of Education, College of Arts
LEARNING GUIDE SEMESTER 2H 2011

2. HOW TO USE THIS LEARNING GUIDE
ICON KEY This learning guide supplements the unit outline and is designed to help
 Reading you navigate through the unit. It will help you focus on what you need to
 Activity do for classes and the various assessment tasks. You should consult the
relevant section of the learning guide as you plan your study – it will
 Important highlight the main things that you should be getting out of the resources
Information available and provide guidance on teaching activities and class
 Deadline preparation.
 Online The learning guide also offers some study tips to assist you in developing
Activity the skills and techniques of an effective learner at university level. In
addition to acquiring information and skills relevant to this unit, you
 Warning should also focus on developing the habits and tools of a successful
Hint university student. As an adult learner you need to take control of your
own learning and ensure your own success. This learning guide is
 Toolkit specifically designed to help you achieve this.
 Checklist A standard set of icons is used throughout the learning guide to make
navigation easier. Use the icons to quickly identify important
information, things you need to do and hints for doing them.
ACADEMIC STAFF
Shirley Gilbert (s.gilbert@uws.edu.au)
Methods
Coordinator
Name: Christina Curry
PDHPE
Coordinator Phone: 97726433 Email: c.curry@uws.edu.au
and Lecturer
Student consultation via email (c.curry@uws.edu.au )

3. PDHPE 101401
C O NT E NT S
How this unit relates to your course ...................................................................................... 4
The unit learning outcomes .................................................................................................... 4
Assessment summary ............................................................................................................. 4
Assessment Details ................................................................................................................ 5
Assessment 1: .................................................................................................................. 5
Submission details ..................................................................................................... 5
How the assignment relates to the learning outcomes ............................................... 5
Details of requirements .............................................................................................. 5
Marking criteria ......................................................................................................... 7
Assessment standards...................................................................................................
Examples of what is expected .................................................................................... 7
Assessment 2: .................................................................................................................. 8
Submission details ..................................................................................................... 8
How the assignment relates to the learning outcomes ............................................... 8
Details of requirements .............................................................................................. 8
Marking criteria ......................................................................................................... 8
Assessment standards...................................................................................................
Examples of what is expected .................................................................................. 10
Schedule of teaching activities ...................................................................................... 11
Overview of learning resources ........................................................................................... 12
Recommended readings ................................................................................................ 12
Referencing requirements ............................................................................................. 13
Other resources that might help with university life .........................................................
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4. PDHPE 101401
H OW THIS UNIT RELATE S TO YOUR COURSE
This unit has been devised to give all students the opportunity to develop their knowledge,
understanding, skills, confidence and competence in PDHPE. Through the delivery of
lectures, theoretical and practical tutorials we believe all students will enjoy and achieve
confidence to successfully implement PDHPE.
This unit of study examines the current NSW Board of Studies requirements regarding HSC
PDHPE and focuses on the stage 6 school learning and teaching environment, and learners.
Through an examination of the HSC syllabus, support documents, and the NSW Department
of Education Quality Teaching documents students will develop the necessary skills to design
an effective scope and sequence for HSC PDHPE and develop lessons suitable for a specific
stage of learner. This unit further examines models of pedagogy and a range of strategies for
teaching and assessing PDHPE. By closely linking theory with practice and contemporary
literature the unit will provide students with the opportunity to practice and develop creative
learning and teaching skills relevant to the HSC syllabus content and the needs and interests
of HSC learners.
T HE UNIT LEARNING OUTCOMES
1. demonstrate ‘best practice’ in the development of teaching strategies and resources to support
their PDHPE teaching area for Years 11-12;
2. develop and apply knowledge and understanding of interrelationships expressed within the
relevant Stage 6 syllabus/es;
3. demonstrate depth of insight and understanding into the content of the relevant Stage 6
syllabus/es;
4. demonstrate skills and attitudes appropriate to the effective teaching of the topics relevant to the
specific Stage 6 syllabus/es;
5. acquire and use knowledge and skills appropriate to effective course planning in PDHPE;
6. be able to critique aspects of the relevant Stage 6 syllabuses and integrate this understanding into
planned learning experiences
A SSESSMENT SUMMARY
Weighting Link to
Assignment Due Date
Outcomes
1.Cores & Options Wk 5,6,7 50% 1, 2, 3, 4,5, 6
th
2. Stage 6 PDHPE Wiki Monday 6 50% 2, 3, 5, 6
October 8pm via
vuws
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5. PDHPE 101401
A SSESSMENT D ETAILS
A SSESSMENT 1: C O R E S & O P TIO N S
S UBMISSION DETAILS
This assignment will be presented in class. Each group will be allocated either week 5, 6 or 7.
All parts must be handed in on the day your group presents.
H OW THE ASSIGNMENT RE LATES TO THE LEARNING O UTCOME S
The aim of this assignment is to ensure you have the skills and understanding to develop
activities and resources that meet the elements of the Quality teaching and learning
framework. You are to demonstrate good use of pedagogy and ensure students are engaged.
D ETAILS OF REQ UIREMENTS
This assessment will consist of group and individual parts. (All students are to contribute to the
workload in a fair and responsible manner. You are to attend all meetings and meet group deadlines
and be contactable. If you fail to contribute equally to others in your group you will not receive any
marks for Part A & B)
This is a really exciting and dynamic task involving large and small groups plus individual
components. Week 4 class time will be provided to liaise with teams. The task has 3 parts:
Preparation
Tutorial groups will be split into 3 and allocated a Preliminary or HSC core or option to explore for
this task. So approximately 12 people will be working on a particular core or option. This group is
your ‘Core’ or ‘Option’ team. Core & option allocations: Tutorial #1- Preliminary Core 1 & 2 (wk 5),
First Aid option (wk 6); Tutorial #2- HSC Core 1(wk 6), HSC Core 2 & Option Improving
Performance (wk 7).
Smaller groups will be formed within the larger half. These smaller groups will each be required to
investigate a specific focus question in the core or option (max. 3 groups per core or option even if
there are 6 focus questions). This is your ‘Focus question team’.
So within your tutorial group you will be a member of two teams. Team 1: Core/Option team (about
12 people) and Team 2: Focus question team (about 4 people). This means that effective and positive
Co-ordination, Co-operation, and Communication is really, really important for the successful
completion of this task. One weak link may affect the overall results of 20 of your peers! Don’t be
that weak link!
I am always more than happy to chat with groups and individuals.
Part A) Class presentation (20 marks)
In lecture time in weeks 5,6,7, ‘Core/Option teams’ will present a 1.5 hour lecture on the core or
option studied to the whole year group. This means that each ‘Focus question team’ will have only 28
minutes to present as part of a 1.5 hour core/option lecture OR there may be a more integrated 1.5
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6. PDHPE 101401
hour presented. Cohesion between ‘Core/Option’ and ‘Focus question’ teams is really important,
especially in terms of timing.
The lecture should be interactive and draw upon learning & teaching theories, Quality Teaching, and
other student centered approaches. (ENGAGEMENT!!)
It is to have the following structure:
FOUR (4) PowerPoint slides for each FQ which provide viewers with an introduction to the content;
define key concepts, terms, ideas; links FQs and/or other cores/options (ensure slides are not
overloaded with content). Do not just cut n paste syllabus content – read, comprehend, synthesize then
lead us succinctly & clearly. HINT: do not spend lots of time just reading this out. Do interactive
activities/games to introduce the content or terms? Engage us!
Two (2) creative, original and interactive learning & teaching experiences (for each FQ) that are
based upon the specific content explored, incorporate Quality Teaching and that are appropriate for
Stage 6 learners. Keep engaging us!
Part B) Handout (20 marks)
‘Core/Option teams’ must co-ordinate in order to provide all year group members with a combined
and detailed handout of the lecture & tutorial material. The handout MUST be no longer than three (3)
back to back pages (ie 6 pages total). It should be set out as follows:
Page 1 (title, FQs, linked outcomes, suggested assessment & evaluation ideas)
Page 2 (key terms, concepts, ideas; resource ideas; useful references)
Page 3-4 (copy of the slides with teacher notes-2/page)
Page 5-6 (details of ALL learning & teaching activities used in presentation and others if space
permits)
Handouts are to be emailed to c.curry@uws,edu.au the day before your presentation so they will be
available for students to download from VUWS
Part C) Lesson plan (10 marks)
Each individual is to develop one lesson plan from the FQ studied (ensure you pick different lesson
content from others in your focus question.
The lesson must follow the lesson proforma provided in class and should contain original, creative,
challenging & student centered learning experiences that: clearly link to stated outcomes and possible
assessment strategies; encourage CI & PA and the development of key competencies; are different to
the ones presented in parts A) & B)
Proformas will be provided on VUWS
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7. PDHPE 101401
M ARKING CRITERIA
CRITERIA
MARKS
Part A Class presentation
 An interactive, informative, descriptive and engaging presentation 2 4 6 8
 A 90 minute free flowing and engaging Powerpoint presentation. Three FQs
equally explored 10 12 14
 Key terms, concepts & ideas well explained with appropriate activities &
16 18 20
discussion questions to promote understanding
 A variety of creative, original & students centered learning & teaching
experiences address content & engage participants by deploying quality teaching
& learning practices (must signal CI/PA)
 A thorough understanding of the content displayed by all team members
 All members equally involved
Part B Handout
 Three pages back to back ONLY and in format 2 4 6 8
 Complete details of all learning & teaching activities (plus others if space
allows) 10 12 14
 Page 1 (title, FQs, linked outcomes, suggested assessment & evaluation ideas)
16 18 20
Page 2 (key terms, concepts, ideas; resource ideas; useful references)
Page 3-4 (copy of the slides with teacher notes-2/page)
Page 5-6 (details of ALL learning & teaching activities used
Part C Lesson plan
 The lesson plan: 1 2 3 4 5
- display additional original, creative, challenging & student centered
learning experiences that clearly link to stated outcomes and possible 6 7 8 9 10
assessment strategies
- is stage appropriate, relevant & outcomes based
- considers learner needs and interests
- caters for a variety of learning styles
- uses current pedagogical approaches, theory & practice in PDHPE
- encourages the development of critical thinking & key competencies
 All support material is included and suitably acknowledged and referenced
according to Faculty policies where appropriate
Examples of what is expected
An example will be found on vuws
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8. PDHPE 101401
A SSESSMENT 2: S TAGE 6 PDHPE W IKI
S UBMISSION DETAILS
This assignment is to be submitted by Monday 6th October prior to 10pm via vuws.
H OW THE ASSIGNMENT RE LATES TO THE LEARNIN G O UTCOMES
This assignment ensures students have the skills, knowledge and ability to plan and develop
quality teaching and learning tools for their students.
DETAILS OF REQUIREMENTS
Students are to design a WIKI for their HSC students. (Individual task)
The below link is a good place to start.
Go to http://www.wikispaces.com/site/for/teachers
Go to http://www.wikispaces.com/content/wiki-tour for a tutorial that will walk you through...
Educational Value of Wikis
Wikis encourage group social interaction and collaboration and support asynchronous communication
allowing users to contribute at a time, and from a place that suits them. Many students find that their
learning is most effective when they are actively involved in the construction of their knowledge.
A wiki is an online collaboration tool. Wikis look like ordinary websites, but are in fact very different,
due to certain features that allow users to easily add, edit, and create the content of the site
collaboratively. Users can create wiki pages, which are connected through hyperlinks, and can be
searched by title and/or full-text. Many new wikis allow users to customize the appearance of their
wiki and enhance their wiki pages with uploaded images, imported blogs, and embedded media. The
word wiki comes from the Hawaiian term W I K I - W I K I , which means quick or fast. For additional
information on wikis see Wikipedia's detailed description of a wiki. Watch this You Tube video that
demonstrates the power of a wiki.
Your wiki must include
 Welcome page with easy navigation and visual appeal
 HSC PDHPE syllabus is to be uploaded
 Blog with 4 separate relevant articles for discussion (one relating to each of the 4 cores).
These are to be sourced from media, websites or resources but must be clearly acknowledged.
 Collaborative writing space for 4 HSC questions (two from HSC core 1& two from HSC
core 2). This must be set up ready to be used for this purpose.
 HSC dictionary for terms (20) commonly used in PDHPE and HSC papers
 A rolling photo show http://www.slideshare.net/ (use personal photos as the purpose is only to
ensure you can incorporate this into your wiki)
 A link for each Core (4) :each link must include syllabus content, 4 website links appropriate
to the core, sample Prelim/HSC questions, video footage to support an area in the core/option
Due to copyright, no photos of children are allowed to be used on your wiki.
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9. PDHPE 101401
M ARKING CRITER IA
Marking Guidelines
 Provides a well structured, organised and complete wiki which highlights the
professional commitment and attention to details required in a HSC resource. HD
 Demonstrates superior skills in planning for learning where all materials, reference
to additional support materials and HSC needs are provided to ensure student and 44-50
teacher success in the unit
 Provides a superior well planned range of technologies, strategies and pedagogy
which is appropriate for learning environment and outcomes. These strategies are
clearly based on a combination of practical experience, theory, research and
documented best practice. (Link for each core and HSC questions)
 Provides a superior set of blogs for the topic which are well organised, logical, and relevant
to the HSC
 Has incorporated all criteria to a superior standard
 Extremely easy to navigate
 Excellent visual appeal
 Provides an organised and complete wiki which highlights the professional
commitment and attention to details required in a HSC resource.
DISTINCTIO
 Demonstrates sound skills in planning for learning where all materials, reference to
additional support materials and HSC needs are provided to ensure student and N
teacher success in the unit 37-44
 Provides a well planned range of technologies, strategies and pedagogy which is
appropriate for learning environment and outcomes. These strategies are clearly
based on a combination of practical experience, theory, research and documented
best practice. (Link for each core and HSC questions)
 Provides a good set of blogs for the topic which are well organised, logical, and relevant to
the HSC
 Has incorporated all criteria to a high standard
 Easy to navigate
 Good visual appeal
 Provides a complete wiki which highlights the professional commitment and
attention to details required in a HSC resource.
CREDIT
 Demonstrates developing skills in planning for learning where all materials,
reference to additional support materials and HSC needs are provided to ensure 32-37
student and teacher success in the unit
 Provides some technologies, strategies and pedagogy which is appropriate for
learning environment and outcomes. These strategies are clearly based on a
combination of practical experience, theory, research and documented best practice.
(Link for each core and HSC questions)
 Provides a sound set of blogs for the topic which are well organised, logical, and relevant to
the HSC
 Has incorporated all criteria to a sound standard
 Easy to navigate
 Good visual appeal
 Provides a wiki which shows developing professional commitment and attention to
details required in a HSC resource.
 Demonstrates developing knowledge about planning for learning where all
materials, reference to additional support materials and HSC needs are provided to
2H 2011 PDHPE 2X Page 9

10. PDHPE 101401
ensure student and teacher success in the unit PASS
 Provides some technologies, strategies and pedagogy which is appropriate for
25-32
learning environment and outcomes. These strategies are clearly based on a
combination of practical experience, theory, research and documented best practice.
(Link for each core and HSC questions)
 Provides blogs for the topic
 Has incorporated all criteria
 Navigation and visual appeal is developing
 Provides a wiki which demonstrates limited professional commitment and attention
to details required in a HSC resource.
Below 25
 Provides limited materials and information about unit planning and a developing
knowledge of syllabus document requirements. And/or
 Demonstrated basic knowledge about technologies, strategies and pedagogy which
is appropriate for learning environment and outcomes. (Link for each core and HSC
questions)
 Provides blogs which are irrelevant or limited
 Has not incorporated all criteria
E XAM PL E S OF W HA T I S E X PE C T E D
An example will be placed on vuws
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11. PDHPE 101401
S CHEDULE OF TEACHING ACTIVITIES
Week Lectures Tutes/Assessment
(Wednesday) 5.30-7.00 (K1-04) 4-5.30/7-8.30pm (I.1.04)
1 Unit outline and assessment Bring Stage 6 PDHPE syllabus
(download from vuws)
rd
3 August NSW HSC Reform
Evaluating Professional
Stage 6 PDHPE syllabus
Experience
Exploring Stage 6 PDHPE
syllabus
Assessment 1 grouping
2 Quality Pedagogy and Bring your laptop
Engagement
10th August
3 SYLLABUS PROCESSES CI & PA activities
Critical inquiry & practical
17th August
application
4 Assessment 1 meeting time Assessment 1 meeting time
24th August
5 E XPLORING CORES /OPTIONS Assessment 1
st PRELIM 1 & 2
31 August
(3 HOUR LECTURE 5-8PM)
6 E XPLORING CORES /OPTIONS Assessment 1
th FIRST AID & HSC CORE 1
7
September (3 HOUR LECTURE 5-8PM)
7 E XPLORING CORES /OPTIONS Assessment 1
th HSC Core 2 & Improving
14
Performance
September
(3 HOUR LECTURE 5-8PM)
8 COMMUNITY AND FAMILY STUDIES Designing engaging lesson
st Sport Lifestyle and Recreation activities
21
September VET Sports Coaching
TH
28 SEPTEMBER SEMESTER BREAK
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12. PDHPE 101401
9 PDHPE HSC Exam ‘Preparing your students for
th HSC’ workshop
6 October Unit evaluation
Assessment 2
4 Week Block Professional Experience
O V E RV I E W OF L E A R N I N G R E S O UR CE S
Board of Studies, NSW. (2010). Personal Development, Health and Physical Education HSC
Syllabus. Sydney: Author.
NSW Board of Studies. Available at http://www.boardofstudies.nsw.edu.au
New South Wales Department of Education and Training. Available at www.det.nsw.edu.au
New South Wales Department of Education and Training: Curriculum Support Directorate.
Available at http://www.curriculumsupport.education.nsw.gov.au
New South Wales Department of Education and Training: Professional Learning &
Leadership Development. Available at http://www.det.nsw.edu.au/proflearn/
New South Wales Department of Education and Training. (2003a). Quality Teaching in NSW
Public Schools. Sydney: Author. Available at
http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm
New South Wales Department of Education and Training. (2003b). Quality Teaching in NSW
Public Schools. Sydney: Author. Available at
http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm
New South Wales Institute of Teachers. Available at www.icit.nsw.edu.au
R EC O M M EN D E D R EA D IN G S
Kirk, D. (2006). Sport Education, Critical Pedagogy, and Learning: Toward an Intrinsic
Justification for Physical Education and Youth Sport. Quest, 58, 255-264.
Light, R., & Fawns, R. (2001). Thinking body: constructivist approaches to games teaching
in physical education. Melbourbe Studies in Education, 43(2), 69-88.
Sirna, K., Tinning, R., & Rossi, T. (2008). The social tasks of learning to become a physical
education teacher: considering the HPE subject department as a community of
practice. Sport, Education and Society, 13(3), 285 - 300.
Wallian, N., & Chang, C.-W. (2007). Language, thinking and action: towards a semi-
constructivist approach in physical education. Physical Education & Sport Pedagogy,
12(3), 289 - 311.
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13. PDHPE 101401
Wright, J., & Forrest, G. (2007). A social semiotic analysis of knowledge construction and
games centred approaches to teaching. Physical Education & Sport Pedagogy, 12(3),
273-287.
R E F E RE NC I N G R E Q U I R E M E N T S
Referencing must be undertaken according to APA conventions with the addition of page
numbers for all in-text citations.
An in-text citation names the author of the source, gives the date of publication, and for a
direct quote includes a page number, in parentheses. At the end of the paper, a list of
references provides publication information about the source; the list is alphabetised by
authors' last names (or by titles for works without authors). Further information on
referencing and general study skills can be obtained from vuws.
2H 2011 PDHPE 2X Page 13