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EMR302 PDHPE Curriculum

Assignment Criteria and Mark Sheet
Subject Coordinator: Rachael Jefferson-Buchanan
Assignment 1
The role of PDHPE in the curriculum (40 marks)

Student Name
Student Number
Due Date
Date Submitted

Holly Turner
11521803
22nd December 2015
21st December 2015

Assignment
Result

Mark:
/40

Marker

Date:

Comments

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StudentNameHollyTurner
StudentNumber11521803

SubjectNamePersonalDevelopment,health
&PhysicalEducationCurriculum
SubjectCodeEMR302
LecturerRachaelJeffersonBuchanan

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AssessmentItem1
TheroleofPDHPEinthecurriculum

Rationale
The six key learning areas outlined in the NSW BOSTES syllabuses, are those that are a
requirement of the primary school curriculum, and are viewed to be important subjects and learning
areas in a persons education (Dinan-Thompson, 2006; NSW Board of Studies, 2007). Personal
Development, Health, and Physical Education, or PDHPE as it will now be referred to respectively,
is one of these key learning areas, as it has been stated to play an important part in developing a
good citizen (Tinning & McCuaig, 2006). The aim of the subject of PDHPE, as outlined in the
NSW Board of Studies K-6 PDHPE syllabus (2007), is to develop each students knowledge,
understanding, skills, and attitudes needed so as to live a healthy and fulfilling life, achieved when a
person lives in a way that acts to acquire and maintain mental, physical, social and spiritual
wellbeing (NSW Board of Studies, 2007, p. 6). In a time where obesity is the single biggest threat
to public health in Australia, and the findings that an overweight body can attribute to poor social
functioning, impaired academic success, and low perceived health, it is crucial that children are
taught about nutrition, living an active lifestyle, and working to achieve good health (Hill & Silver,
1995; Monash University, 2013). The health and personal development aspect of the subject is also
crucial, with suicide being the second leading cause of death for persons aged 15-24 years in the
USA. With so many youths facing poor mental health, it is vital that students develop their ability
to form appropriate relationships with others, and develop emotionally (No Bullying, 2015). The
subject Personal Development, Health, and Physical Education not only aims to develop a persons
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physical wellbeing, and their mental and emotional state, it also aims to develop the further
elements of a person, including cognitively, socially, and spiritually (NSW Board of Studies, 2007).
In an attempt to construct a child as a whole, the subject states that it acts to teach, and allow for,
physical, social, cognitive, and emotional growth, the development and maintenance of
interpersonal relationships, understanding personal health choices, creating a safe and secure
environment, adapting an active lifestyle, learning movement patterns and how to coordinate the
body, and learning skills that enable action for better health outcomes (NSW Board of Studies,
2007). Although there have been arguments that physical education in schools reduces academic
performance, and is less important than other subjects, such as English and Mathematics, the idea
that schools aim to help young people grow and develop into active, educated beings, should be
reason enough to view PDHPE as an essential subject, as it pays attention to all dimensions of their
health and is an important part of their overall development (Slade, 2010; Trost & Van der Mars,
2010). The variety of information and skills taught in this subject can allow the child to develop as a
whole, developing the child physically by teaching students about movement, games, and sports,
and by encouraging an active lifestyle, developing them emotionally, by discussing the ways in
which to achieve complete wellbeing, and how to live a healthy lifestyle, developing them socially,
through the learning of how to achieve and maintain relationships, developing them cognitively, by
understanding how to achieve a healthy lifestyle, and how to make appropriate decisions and
problem solve, and developing them spiritually, by gaining knowledge about themselves and who
they are. In a time where poor health is such a common issue and topic for discussion, the inclusion
of a subject that aims to develop students knowledge, skills, and attitudes about achieving
wellbeing in all forms is a necessity, and should without a doubt be a key learning area.

PDHPE in the continuum of learning

The continuum of learning identifies the knowledge, understanding, attitudes, and skills that are
regarded as being critical to success in a subject, by mapping expected student development and

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achievement through the years of schooling (NSW Government, 2015). The continuum is important
as it provides guidance to teachers, parents, and students on the progression of learning, and can be
used by teachers to strengthen their knowledge and understanding of the subject (NSW
Government, 2015). There are seven stages of learning in the New South Wales curriculum; four
stages of learning in Primary school (Early Stage 1, Stage 1, Stage 2, and Stage 3), and three stages
of learning in Secondary school (Stage 4, Stage 5, and Stage 6) (Hurrell, 2003). On the continuum,
the learning progresses over these stages, with the outcomes and indicators becoming more complex
as the child develops, and requiring them to use further knowledge than in the previous stage. For
example, in the K-6 syllabus under the strand Personal Health Choices, the outcomes require
students in Stage 1 to Recognise that positive health choices promote wellbeing (PHS1.12), (NSW
Board of Studies, 2003, p.55). However, in the 7-10 syllabus, under the strand Individual and
Community Health, students in Stage 5 are required to use their prior learning to critically think
about health, by Analysing attitudes, behaviours and consequences related to health issues affecting
young people (5.6) (NSW Board of Studies, 2003, p.55). The transition between stage 3 and stage 4
is quite significant, as these are the stages whereby a student moves from Primary school to
Secondary school. Therefore, the outcomes and indicators under stage 4 appear quite different than
in stage 3. The PDHPE K-6 syllabus consists of eight strands that present the learning area in ways
that are easily understood. However, the PDHPE 7-10 syllabus integrates these concepts to form
four strands that better reflect similar issues in this learning area (Hurrell, 2003). This means that
the strands Growth and Development and Interpersonal Relationships in the K-6 syllabus, unite into
the strand Self and Relationships in the 7-10 syllabus, and so forth. The content the students learn in
these stages is also quite vast, as, in stage 3, students learn how, and are required to demonstrate
their ability, to do something, such as communicate effectively or maintain an active lifestyle.
However, in stage 4, students are required to critically think about these topics, being asked to
describe, explain, and analyse, rather than just show that they can do it. The continuum of learning
in the subject of PDHPE outlines the development of education and learning throughout the

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schooling years, showing how students progress from learning basic physical abilities and
understandings about health, to acquiring deep understandings of the body, movement, their
relationships, and themselves.

Using PDHPE to teach sensitive issues

Sensitive issues are defined as those that are consistent with dealing with moral and ethical values
and beliefs, andthat arouse strong feelings and that have a personal, cultural, social or political
impact (Jefferson-Buchanan, 2015, Para. 1). These complex and often controversial issues are
those that may have a severe impact on students, such as bullying, relationships, body image,
puberty, and drug and alcohol use (Jefferson-Buchanan, 2015). The NSW Board of Studies (1999)
states schools are required to deal not only with matters of fact but also with values education,
including moral and ethical issues (p. 42). It is a role of the teacher to teach and manage issues in
the school that are of a sensitive nature, not only because it is a responsibility of an educator to
equip students with the skills needed to handle various aspects of life, but also because research has
found that students view teachers as trusting and respectable sources of information (Lynagh,
Gilligan & Handley, 2010; Smith, Agius, Dyson, Mitchell, & Pitts, 2003; Jefferson-Buchanan,
2015). It is important that sensitive issues are taught in schools, as teacher involvement in the
education of sensitive issues leads to students having a more effective understanding than if
children learn from their parents alone (Lynagh, Gilligan & Handley, 2010). Personal Development,
Health, and Physical Education acts as an appropriate subject through which to teach sensitive
issues, as it focuses on the multiple dimensions of health, which can comprise of the emotional,
physical, and social impact certain issues may have on a student. Within the subject of PDHPE,
some of the strands taught include Growth and development, Interpersonal relationships, Personal
Health Choices, and Safe living, which each provide teachers with the opportunity to teach sensitive
issues such as drug use, bullying, obesity, and puberty (NSW Board of Studies, 2003). As stated by

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the NSW Board of Studies (1999), a number of sensitive issues are raised in PDHPE (p. 42),
making it the ideal subject to discuss, and educate students about, sensitive issues.
Sensitive Issues
Sensitive issues are those that may make certain people hold strong views and embedded attitudes
based on their different experiences, interests and values (Jefferson-Buchanan, 2015). Two such
issues that may impact students are body image and sexuality education (Jefferson-Buchanan,
2015). Both of these sensitive issues could be educated to students during the subject of PDHPE,
and the importance of doing so, and the manner in which to teach these topics, will now be
discussed in depth.
Body image
The term body image is broad, as it encompasses behavioural, cognitive, perceptual, and affective
phenomena (Thompson & Smolak, 2001). However, body image disturbances are most commonly
implicated in eating disorders, such as anorexia nervosa, bulimia nervosa, and binge eating disorder
(Thompson & Smolak, 2001). Although eating disorders are quite rare among prepubescent
children, they are very common among adolescents, with 95% of those who have eating disorders
being between the ages of 12 and 25 (Thompson & Smolak, 2001; Anorexia Nervosa and
Associated Disorders, 2015). Due to this statistic, eating disorders have been identified as one of
the most common and serious forms of adolescent illness in developed societies (Kostanski &
Gullone, 2007, p. 255). For this reason, students should be educated about the sensitive issue of
body image at the beginning of stage 3, as research has found that, specifically among girls, body
dissatisfaction increases with age, and often enhances when entering puberty (Kostanski & Gullone,
2007; Thompson & Smolak, 2001). Thus, it is important to educate students before they begin, or as
they enter, puberty, so as to ensure that they are aware of the dangers of having, or developing,
negative body image, and to assist students to achieve mental, emotional, cognitive, and physical
wellbeing. When teaching sensitive issues, the techniques used need to be objective and balanced
(NSW Board of Studies, 1999). Such pedagogical strategies that could be used when educating
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students about body image include having students address insecurities, studying body image in the
media, the one step removed system, and the use of a classroom mailbox. With studies findings that
all children have at least one feature or asset that they view negatively, and the fact that media
exposure increases negative body image, having students cognitively address their insecurities, by
identifying them and writing them down, and developing their understanding of the tricks of the
media, by looking at how they edit photos and videos, will assist students to understand that
everybody looks different, and help them in achieving positive body image (Levine & Murnen,
2009). The use of the one step removed system, whereby imaginative scenarios or case studies are
discussed, is also an effective pedagogical strategy as it can assist students to learn of the horrific
impacts having negative body image can cause, without the risk that someones personal story is
being shared (Jefferson-Buchanan, 2015). Finally, the use of a classroom mailbox, whereby students
can anonymously disclose any worries or concerns they have to the teacher, can offer students a
private route to learning more about a topic that some students may feel uncomfortable talking
about (Jefferson-Buchanan, 2015).
Sexuality education
The aim of sexuality education is to help children understand their body, learn the differences
between men and women, and to acquire knowledge about birth (Department of Health, 2010). It is
important to teach sexuality education in schools as it encourages students to develop values that
allow them to respect themselves and others, to develop meaningful relationships, and to take a
positive approach to managing their lives in a healthy and safe way (NSW Department of Education
and Communities, n.d.). Research shows that children report low levels of confidence to discuss
sexuality with parents, and are instead turning to schools for reliable information (Victorian
Education and Training, 2013). In our current society where there is a rapid growth of technology,
information about sex is everywhere. Therefore, children are becoming curious about sex, and need
to be educated with the correct knowledge and concepts as early as possible (Department of Health,
2010). For this reason, sexuality education should be taught to students at the beginning of stage 2,

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as students need to learn about puberty before it happens, and at this age are often growing
interested in sex (Victorian Department of Education and Early Childhood Development, 2011).
The teaching of sexuality education in the NSW K-6 PDHPE syllabus aims to prepare students for
the changes they will experience during puberty, provide consistent and accurate information about
sex, create a positive environment and allow opportunities for children to discuss any myths they
have heard or address any concerns (NSW Department of Education and Communities, n.d.).
Pedagogical approaches that can be used to do this include the use of a range of factual and
informative resources about puberty, gender, and sex, such as books, videos or websites. A further
teaching technique to use would be that of involving parents and the community in their childs
learning. Students need to talk to their parents about what is happening in their life, thus an effort
should be made to bridge the gap between home and school, by perhaps sending notes or work
home so the parents can see what their children have learnt, or requiring that the students open up to
their parents as a part of homework (Victorian Department of Education and Early Childhood
Development, 2011). As sex is such a private topic, the strategy of protective interrupting could also
be used, whereby the teacher can interrupt the student when they begin to disclose private
information, and instead ask that student to talk to them after class (NSW Board of Studies, 1999).
The use of the classroom mailbox again would also be effective when teaching this sensitive issue,
as it allows students to express any concerns, or have any questions answered in a private,
anonymous manner (Jefferson-Buchanan, 2015).

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EMR302 Personal Development, Health & Physical Education Curriculum

10

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Resources to teach sensitive issues

Resource (artwork or childrens book)

Topic

Stage

Morse, H. & Wellman, M.D. (2010).

Does this make me beautiful? Northville,
MI: Ferne Press.

Body image
What is beauty?

Stage 1

Behind the Mask (2014). Retrieved from

http://youwillriseproject.blogspot.com.au
/2014/01/behind-mask-byanonymous.html

Bullying
The affects of being
bullied

Stage 3

EMR302 Personal Development, Health & Physical Education Curriculum

Description of how it could be used to enhance

teaching and learning processes
The childrens book Does this make me beautiful?
(Morse & Wellman, 2010) centers on a young girl
named Harriet, who relies on accessories to make her
beautiful. However, an old family mirror teaches Harriet
what true beauty really is, and where it is found (Morse
& Wellman, 2010). Due to its quite simple language,
and innocent view of believing that beauty is in
accessories, I believe this book would be suitable for
younger children. This book could be used as an
introduction to the topic of body image, allowing them
to learn that beauty is not just on the outside, and the
importance of being a good person to your friends. This
book could act as a gateway for children in stage one to
participate in activities where they identify how, and
why they are beautiful, and compliment others in their
class on their beauty, based on their learning from the
book.
The artwork Behind the Mask (2014) depicts a young
girl surrounded by negative and hurtful words, holding
up a piece of paper with a smile on it that reads I am
okay. This artwork highlights the victims of bullying
who suffer in silence, afraid to show that they are hurt,
and who pretend that they are not affected by the
constant torment. I would recommend this artwork be
used when educating students who are no younger than
10 years old (Stage 3), as some children may find this
image quite confronting. When educating stage 3
students about bullying, this artwork could be shown
when discussing how what you say or do to another
person may affect them. Discussion based around this

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artwork could lead into students participating in roleplay into how bullying may makes you feel, and what to
do if you are being bullied, and doing further research
on the affects of bullying.

Paris, S. & Labinski, G. (1986). Mommy

and Daddy are Fighting. Seattle, WA:
Seal Press.

Child abuse/
Domestic abuseThe affect it has on
children

Stage 2

EMR302 Personal Development, Health & Physical Education Curriculum

The childrens book Mommy and Daddy are Fighting

(Paris & Labinski, 1986) is written from the perspective
of a little girl who is coming to terms with her parents
fighting, and tells of what her and her sisters do to bring
comfort to each other. Due to the content and language,
this book seems most suited for students who are around
age nine (Stage 2). This resource could be used to open
up discussion for children who may live in a volatile
home, who may witness their parents fight, who have
parents that are divorced, or who are victims of child
abuse. This book could be read to students when
introducing the topic of family violence, offering an
opportunity for any students who may have experienced
similar circumstances to relate to the character in the
story. Discussions could then be held about the book, in
particular how the main character felt about the fighting,
and what she would do in an effort to escape, or feel
better. These could then lead into group activities
whereby students can brainstorm what they would do if
they were faced with family violence.

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Thomas, P. & Harker, L. (2000). Stop

Picking On Me: A First Look At
Bullying. Hauppauge, NY: Barrons
Educational Series, Inc.

Bullying
What is bullying?

Early Stage 1- Stage 1

Mayle, P., Robins, A. & Walter, P.

(2000). Whats Happening to Me? A
Guide to Puberty. New York, NY:
Kensington Publishing.

Sexuality Education
- Puberty

Stage 3

EMR302 Personal Development, Health & Physical Education Curriculum

The childrens book Stop Picking On Me: A First Look

At Bullying (Thomas & Harker, 2000), looks at the
dynamic relationships between children in the preschool to early schooling age, encouraging positive
interactions. The language in this book is quite simple,
and is aimed at an audience of children aged between
four and eight; thus, I view that it should be taught to
that age range (Early stage 1 - Stage 1). This book aims
to help children understand some of the personal and
social problems they may encounter. For this reason, this
book could be introduced to students when they first
come to school, or at the beginning of the school year.
This resource could be used as a means to inform
students of how they should treat their friends, the social
interactions of school, and what they can do if they are
not being treated nicely. Students could then participate
in making posters that outline how you should treat
others, and what to do if someone is not acting as they
should, which could then be placed around the
classroom for the remainder of the year.
The childrens book Whats Happening To Me? A
Guide to Puberty (Mayle, Robins & Walter, 2000),
discusses the physical and mental changes that occur
during puberty. This book offers its readers information
about what puberty is, and an introduction into what
happens to the body and mind. I view that this book
should be introduced to children who are about to enter
puberty, ensuring they feel prepared for what lies ahead.
For this reason, this resource should be used for students
in Stage 3. This book could be used when teaching
puberty in sexuality education, offering an informative
and engaging look into puberty. Based on their learning
from this book, students can then conduct further
research into a topic or area of puberty in which they

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Mayle, P. & Robins, A. (1988). Where

Did I Come From? Sydney: Pan
MacMillian Australia.

Sexuality Education
How babies are
produced

Assessment Item 1

Stage 2 Stage 3

EMR302 Personal Development, Health & Physical Education Curriculum

would like to know more about, or can complete

projects or assessments based on their understanding.
The childrens book Where Did I Come From?
(Mayle & Robins, 1988) informs children about the
creation, and birth of human beings. Although this book
is aimed at children in the Early Stage 1 to Stage 1 age
bracket, this book contains a lot of graphic illustrations
and a lot of complex information. Due to this, I view
that this book would be appropriate for students in stage
2 to stage 3, as this age group is still very curious about
where babies come from, and have many unanswered
questions. Also, it would be dependant on when the
school, or teacher, has decided at what age it is
appropriate to begin sexuality education. This book
would be an effective resource when teaching sexuality
education, in particular sex and how humans are made.
This book can act as an introduction to the topic,
informing students of all the basic information they need
to know, before allowing them to develop their
knowledge further with activities and research. This
book can act to answer some questions students may
have, or to arouse some new ones, so is a great
introduction into the complexity of this sensitive issue.

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References
Anorexia Nervosa and Associated Disorders. (2015). Eating Disorders Statistics. Retrieved from
http://www.anad.org/get-information/about-eating-disorders/eating-disorders-statistics/
Behind the Mask (2014). Retrieved from
http://youwillriseproject.blogspot.com.au/2014/01/behind-mask-by-anonymous.html
Department of Health. (2010). The objectives and importance of sex education. Retrieved from
http://www.studenthealth.gov.hk/english/resources/resources_bl/files/lf_se_fse.pdf
Dinan-Thompson, M. (2006). Why the KLA? And why now? In Teaching health and physical
education in Australian schools (pp. 25-39). Frenchs Forest: Pearson Education Australia.
Hill, A.J. & Silver, E.K. (1995). Fat, friendless and unhealthy: 9-year old children's perception of
body shape stereotypes. In International Journal of Obesity and Related Metabolic
Disorders: Journal of the International Association for the Study of Obesity, 19(6), 423-430.
United Kingdom: Leeds University.
Hurrell, J. (2003). Establishing the Continuum of Learning K-10 in New South Wales syllabuses.
Retrieved from
http://www.acsa.edu.au/pages/images/hurrell_establishing_the_continuum_of_learning.pdf
Jefferson-Buchanan, R. (2015). Defining a Sensitive Issue [EMR302 Module 2.2]. Retrieved on
December 19, 2015, from Charles Sturt University website:
https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearning
Unit?course_id=_5826_1&content_id=_625318_1
Jefferson-Buchanan, R. (2015). Teaching Strategies: Practical Applications [EMR302 Module 2.4].
Retrieved on December 19, 2015, from Charles Sturt University website:
https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearningUnit?
course_id=_5826_1&content_id=_625320_1
Kostanski, M., & Gullone, E. (2007). The impact of teasing on childrens body image. In Journal of
Child and Family Studies, 16(3), 307-319. Retrieved from
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https://www.researchgate.net/publication/226233813_The_Impact_of_Teasing_on_Children
%27s_Body_Image
Levine, M.P. & Murnen, S.K. (2009). Everybody Knows That Mass Media are/are not [pick one] a
Cause of Eating Disorders: A Critical Review of Evidence for a Causal Link Between
Media, Negative Body Image, and Disordered Eating in Females. In Journal of Social and
Clinical Psychology, 28(1), 9-42. New York: Guilford Press.
Lynugh, M., Gilligan, C. & Handley, T. (2010). Teaching about, and dealing with, sensitive issues
in schools: How confident are pre-service teachers? In Asia-Pacific Journal of Health, Sport
and Physical Education. Retrieved from
https://www.researchgate.net/profile/Tonelle_Handley/publication/225299337_Teaching_ab
out_and_dealing_with_sensitive_issues_in_schools_How_confident_are_preservice_teachers/links/09e414fd93892b8a6f000000.pdf
Mayle, P. & Robins, A. (1988). Where Did I Come From? Sydney: Pan MacMillian Australia.
Mayle, P., Robins, A. & Walter, P. (2000). Whats Happening to Me? A Guide to Puberty. New
York, NY: Kensington Publishing.
Monash University. (2013). Obesity in Australia. Retrieved from
http://www.modi.monash.edu.au/obesity-facts-figures/obesity-in-australia/
Morse, H. & Wellman, M.D. (2010). Does this make me beautiful? Northville, MI: Ferne Press.
No Bullying. (2015). The Complicated Web of Teen Lives 2015 Bullying Report. Retrieved from
http://nobullying.com/the-complicated-web-of-teen-lives-2015-bullyingreport/#_Toc412550295
NSW Board of Studies. (1999). Personal Development, Health and Physical Education K-6
Modules. Sydney: Author.
NSW Board of Studies. (2003). Personal Development, Health and Physical Education 7-10
syllabus. Sydney: Author.
NSW Board of Studies. (2007). Personal Development, Health and Physical Education K-6
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syllabus. Sydney: Author.

NSW Department of Education and Communities (n.d.). Why is it important to teach about
sexuality? Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/growth/sexed004.htm
NSW Government. (2015). An overview of the Physical Literacy continuum K10. Retrieved
from
http://www.sports.det.nsw.edu.au/newsletters/year_2015/march/plcovervi
ew.pdf
Paris, S. & Labinski, G. (1986). Mommy and Daddy are Fighting. Seattle, WA: Seal Press.
Slade, S. (2010). PE Criticism and Responses. In The Whole Child Blog. Retrieved from
http://www.wholechildeducation.org/blog/pe-criticism-and-responses
Smith, A., Agius, P., Dyson, S., Mitchell, A., & Pitts, M. (2003). The National Survey of Secondary
Students and Sexual Health: Results of 3rd National Survey of Australian Secondary
Students, HIV/ AIDS and Sexual Health. In Australian Research Centre in Sex, Health and
Society. Melbourne, VIC: La Trobe University.
Thomas, P. & Harker, L. (2000). Stop Picking On Me: A First Look At Bullying. Hauppauge, NY:
Barrons Educational Series, Inc.
Thompson, J.K. & Smolak, L. (Ed.). (2001). Body Image, Eating Disorders, and Obesity in Youth:
Assessment, Prevention, and Treatment. Washington, DC: American Psychological
Association.
Tinning, R., & McCuaig, L. (2006). Making a certain citizen: schooling and HPE. In R. Tinning, L.
EMR302 Personal Development, Health & Physical Education Curriculum

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McCuaig, & L. Hunter (Eds.), Teaching health and physical education in Australian schools
(pp. 3-8). Frenchs Forest, NSW: Prentice Hall.
Trost, S.G. & Van der Mars, H. (2010). Why We Should Not Cut P.E. In Health and Learning,
67(4), 60-65. Retrieved from http://eprints.qut.edu.au/72258/1/72258(pub).pdf
Victorian Department of Education and Early Childhood Development. (2011). Catching on Early.
Melbourne, VIC: Student Wellbeing Division.
Victorian Education and Training. (2013). Why We Need Sexuality Education? Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/social/physed/pages/abo
utwhy.aspx

EMR302 Personal Development, Health & Physical Education Curriculum