Available in 2022
Course code



10 units


4000 level

Course handbook


This course builds on the premise that beginning teachers need to be reflective practitioners and inquirers. Through engagement with the new national Health and Physical Education curriculum, this course builds on curriculum concepts, theories, issues and practices introduced in previous teaching and learning courses, to further develop students theoretical and practical skills in program and assessment development in HPE. Furthermore, the course intends to provide students with the opportunities to understand group processes in curriculum development and management skills in enacting such development. As a result of engagement in seminar style presentations and problem-based assessment tasks, students should develop contemporary understandings of curriculum and assessment issues in HPE, as well as be introduced to professional issues and organisations pertinent to their work as a beginning HPE teacher.



  • Semester 2 - 2022

Learning outcomes

On successful completion of the course students will be able to:

1. Work as both independent and collaborative, self-motivated problem solvers

2. Demonstrate knowledge and understanding of a wide range of issues relevant to HPE in New South Wales and its delivery in school settings

3. Refine skills in evaluating and synthesizing information/knowledge from curriculum documents and other relevant literature in terms of quality programming, assessment and teaching practice

4. Clarify the value orientations that underpin teaching and learning in HPE during lower Secondary School, and be equipped with the knowledge and skills to defend those values.



The following content will be introduced during face-to-face events and online:

  • Problem based learning tasks to solve contemporary problems
  • Review of NSW Years 7-10 PDHPE Curriculum and the National HPE Curriculum
  • Curriculum reform and innovation: managing the change process
  • Contemporary systemic curriculum issues in HPE educational contexts
  • Professional teaching standards: how to maintain and demonstrate high standards of professionalism
  • Ongoing professional development processes including planning for employment and preparing beginning teachers to be life-long researchers to improve teaching practice
  • Drug education, risk taking and child protection



For students who commenced in the program in 2016 onwards, enrolment in this course is dependent on successful completion of the teacher education admission milestone:

- Three HSC band 5s (including one in English) or

- 80 units of UON courses or

- Regulatory authority approved comparable pathways.

To enrol in this course students must be active in one of the following programs:

- B Teaching (Secondary) / Bachelor of Health and Physical Education [12370],

- B Teaching (Secondary) / Bachelor of Health and Physical Education [12218],

- B Education (Secondary) [40107],

- B Education (Secondary) (Hons) [40108]

Assessment items

Quiz: Online Quiz 40%

Presentation: Conference submission and presentation 30%

Written Assignment: Individual Evaluation 30%

Contact hours



Face to Face On Campus 8 hour(s) per Term Full Term

Full day student conference. Forum will be delivered either face to face or online.


Face to Face On Campus 8 hour(s) per Term Full Term

Compressed Delivery. Lecture will be delivered either face to face or online.


Face to Face On Campus 16 hour(s) per Term Full Term

Compressed Delivery. Tutorials will be delivered either face to face or online.

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.