EMR408 PDHPE CURRICULUM AND PEDAGOGY

Cover Sheet and Marking Criteria Sheet

Student Name Kadi Lord
Student Number 11626888
Date Due Assessment 2: 25/01/21
Date Submitted 25/01/21
I Kadi Lord, confirm that this work is my own. I have acknowledged the work or ideas of other authors within the assignment and that the
work has not been submitted for any other assignments.
Assessment Mark 42 /50
Marker: Date
Comments

You have fully detailed one health unit plan from your scope and sequence.  You have provided a range of pedagogical models and have
included a range of digital resources and technologies in teaching and learning in PDHPE.  Your learning opportunities were well detailed,
the explanations themselves to give a description of what the students are doing and producing. etc. You have
addressed some differentiation strategies – this section was strengthened by your identification of an example student (Student X) with
specific special needs; and by then supplying both lowered syllabus outcomes and specific syllabus outcomes for this student, however
you have given limited examples throughout your learning experience as to how Student X will engage. Your summative task made good
use of verbs as well as provided an authentic and engaging learning opportunity, and your marking rubric clearly aligns with these verbs to
create distinctions between the A-E standards of achievement.  Your justification of the design of the assessment task has provided
detailed strategies addressing student Esafety, integration of literacy, numeracy and digital literacy capabilities.  You address some
strategies for scaffolding the assessment task to successfully assist learners and show some general strategies for how the task could be
differentiated to assist learners with diverse needs – more explicit integration of these strategies into the unit and the summative task
would have further showcased your knowledge. 
Marking Criteria High Distinction Distinction Credit Pass Fail

The unit overview is The unit overview is The unit overview is fully The unit overview is somewhat The unit overview exhibits
comprehensively completed, thoroughly completed, completed, adhering to most completed adhering to some inaccurate links to curriculum
adhering to all mandatory adhering to all mandatory of the mandatory curriculum of the mandatory curriculum material.

curriculum inclusions.
 curriculum inclusions.
 inclusions.
 inclusions.


Does not include

UNIT PLAN

Includes differentiation of Includes differentiation of Includes differentiation of Includes differentiation of differentiation of outcomes or
(5 Marks)
outcomes and caters for outcomes and caters for outcomes and caters for outcomes and caters for cater for students with a
students with a disability students with a disability students with a disability students with a disability disability (Student X).
(Student X). (Student X). (Student X). (Student X).

The learning activities are well- The learning activities are The learning activities are The learning activities are The design of the learning
structured, stage-appropriate, well-structured, stage- well-structured, stage- stage-appropriate and use activities are not stage-
engaging, and use a broad appropriate, engaging, and appropriate, and use some limited pedagogical models appropriate and do not exhibit
range of pedagogical models use a range of pedagogical pedagogical models and and/or inclusive practices, an application of relevant
and inclusive practices that models and inclusive inclusive practices that may which may cater for the pedagogical models and/or
Unit LEARNING
cater for the diversity of learner practices that cater for the cater for the diversity of diversity of learner needs and inclusive practices. Insufficient
Plan STRATEGIES

(6 marks)
 needs and interests. As well as diversity of learner needs and learner needs and interests. interests. As well as those for or incorrect inclusion of
(25
those for teaching literacy, interests. As well as those for As well as those for teaching teaching literacy, numeracy teaching strategies for
marks
numeracy and digital literacy teaching literacy, numeracy literacy, numeracy and digital and digital literacy (including teaching literacy, numeracy
)
(including Esafety) and digital literacy (including literacy (including Esafety) Esafety) and digital literacy (including
Esafety) Esafety)
 Effectively embeds digital Embeds digital resource in the Includes digital resource in the Inclusion of digital resource in Insufficient or incorrect
resource in the unit as a unit as a learning tool to assist unit as a learning tool to assist the unit as a learning tool to inclusion of digital resource in
learning tool to assist learners' learners' achievement of learners' achievement of assist learners' achievement the unit as a learning tool to
achievement of PDHPE PDHPE outcome/s.
 PDHPE outcome/s.
 of PDHPE outcome/s is assist learners' achievement
outcome/s.  
 
 
 limited.
 of PDHPE outcome/s.


 Selects stage appropriate Selects stage appropriate 
 

RESOURCES
 Selects Stage appropriate resource/s and demonstrates resource/s and demonstrates Selects stage appropriate Selects insufficient and/or
(4 marks) resources and demonstrates a substantial awareness of a satisfactory awareness of resource/s and demonstrates inappropriate resources.
thorough awareness of appropriateness of the appropriateness of the a basic awareness of
appropriateness of the resource resource as evidenced by the resource as evidenced by the appropriateness of the
as evidenced by the application application of the resource. application of the resource. resource as evidenced by the
of the resource. application of the resource.

Fails to adhere to all NESA/

Other assessment
NESA
 Adheres to all NESA/Other assessment requirements relating to number, types, percentages, due dates, alignment with outcomes requirements relating to
REQUIREMEN
or similar number, types, percentages,
TS
due dates, alignment with
outcomes or similar

The design of the task is The design of the task is The design of the task is The design of the task is Insufficient or incorrect task
constructively aligned with aligned with outcomes (use of mostly aligned with outcomes somewhat aligned with alignment with outcomes (use
outcomes (use of verbs, levels verbs, levels of thinking, (use of verbs, levels of outcomes (use of verbs, levels of verbs, levels of thinking,
DESIGN OF of thinking, syllabus content) syllabus content) and thinking, syllabus content) and of thinking, syllabus content) syllabus content). Fails to
TASK
 and provides learners with provides learners with provides learners with and provides learners with provide learners with sufficient
(4.5 marks) ample opportunity to opportunity to demonstrate opportunity to demonstrate some opportunity to opportunity to demonstrate
demonstrate their achievement their achievement of stated their achievement of stated demonstrate their their achievement of stated
of stated outcomes.
 outcomes. outcomes. achievement of stated outcomes.
outcomes.
 Demonstrates a substantial Demonstrates understanding Demonstrates a solid Demonstrate limited Insufficient or incorrect
understanding of standards of standards referenced understanding of standards understanding of standards understanding of standards
referenced marking criteria marking criteria which is referenced marking criteria referenced marking criteria referenced marking criteria
which is evidenced by a evidenced by a which is evidenced by a which is evidenced by a which is evidenced by a

clear outline of the depth of clear outline of the depth of clear outline of the depth of clear outline of the depth of clear outline of the depth of
MARKING student knowledge and skill that student knowledge and skill student knowledge and skill student knowledge and skill student knowledge and skill
RUBRIC
 is required for each grade.  that is required for each that is required for each that is required for each that is required for each
(4.5 marks) grade.  grade.  grade.  grade. 
Marking rubric based on the



 NESA Common Grade Scale (an Marking rubric based on the Marking rubric based on the Marking rubric based on the Marking rubric is not based on

 A-E grading system) NESA Common Grade Scale NESA Common Grade Scale NESA Common Grade Scale the NESA Common Grade

 (an A-E grading system) (an A-E grading system) (an A-E grading system) Scale (an A-E grading system)

Part B
TASK Explains how the assessment Provides a detailed Describes how the Identifies how the assessment Insufficient or incorrect
(25
SCAFFOLDIN task would be scaffolded to description of how the assessment task would be task would be scaffolded to description of how the
marks
G assist learners successfully assessment task would be scaffolded to assist learners assist learners successfully assessment task would be
)
(2 marks) completing the task. scaffolded to assist learners successfully completing the completing the task. scaffolded to assist learners
successfully completing the task. successfully completing the
task. task.

Explains how the assessment Provides a detailed Describes how the Identifies how the assessment Insufficient or incorrect
task would be differentiated to description of how the assessment task would be task would be differentiated to
assist learners with diverse assessment task would be differentiated to assist learners assist learners with diverse description of how the
Differentiation
 needs differentiated to assist with diverse needs needs assessment task would be
(2 marks) learners with diverse needs differentiated to assist learners
with diverse needs.
 Justifies and critically explains Justifies the design of their Describes the design of their Outlines the design of their Outline of the design of their
the design of their assessment assessment task including assessment task including assessment task including assessment task has not been
task including their their consideration of a their consideration of a their consideration of a sufficient, including their
consideration of a pedagogical pedagogical model, student pedagogical model, student pedagogical model, student consideration of a
model, student diversity, student diversity, student Esafety, diversity, student Esafety, diversity, student Esafety, pedagogical model, student
JUSTIFICATIO
Esafety, integration of literacy, integration of literacy, integration of literacy, integration of literacy, diversity, student Esafety,
N OF DESIGN

numeracy and digital literacy numeracy and digital literacy numeracy and digital literacy numeracy and digital literacy integration of literacy,
(2marks)
capabilities in PDHPE, drawing capabilities in PDHPE, capabilities in PDHPE, capabilities in PDHPE, numeracy and digital literacy
on a range (5+) relevant drawing on a range (4+) drawing on a some (3+) drawing on a range (2+) capabilities in PDHPE, and
scholarly sources in their relevant scholarly sources in relevant scholarly sources in relevant scholarly sources in draws on insufficient relevant
statement. their statement. their statement. their statement. scholarly sources in their
statement.
UNIT OVERVIEW:

In this unit, students develop a stronger understanding of how to make positive decisions and the impact these have on themselves
and others that promote healthy and safe lifestyles. In this unit students are presented with information on the different food products available
(including the five food groups) and how we choose which foods to incorporate into our everyday diet. Throughout the unit students use this
knowledge gained to make informed decisions about healthy eating habits and planning
choices.

UNIT TITLE: Happy and Healthy STAGE OF LEARNER: ES1 LESSONS: 10

LESSON OUTCOMES: ASSESSMENT:

Major outcomes:
This unit covers the three main approaches to assessment;
PDe-2 - identifies people and demonstrates protective strategies that Assessment FOR learning; which involves the examination of students
help keep themselves healthy, resilient and safe knowledge following the completion of the ‘Happy & Healthy’ unit
PDe-6 - explores contextual factors that influence an individual’s Assessment AS learning; this includes a peer-assessment by students
health, safety, wellbeing and participation in physical activity identifies that reflects the criteria set out in rubric
actions that promote health, safety, wellbeing and physically active
spaces Assessment OF learning; this refers to the use of flash cards to assess
students knowledge and understanding of ‘everyday’ and ‘sometimes’
PDe-7 - identifies actions that promote health, safety, wellbeing and food.
physically active spaces

PDe-9 - practices self-management skills in familiar and unfamiliar • Teacher observation of student behaviour towards healthy eating
scenarios and living (the types of foods being brought to school)
• Observation/note-taking of student engagement in activities and
PDe-10 - uses interpersonal skills to effectively interact with others contribution in class discussions to assess students’ knowledge on
topic content
Contributing outcomes: • Read charts/diagrams and food packaging
ENe-1A - communicates with peers and known adults in informal and • Student participation in practical activities and demonstrations
guided activities demonstrating emerging skills of group interaction
• Strategic and effective questioning to determine individual level of
ENe-4A - demonstrates developing skills and strategies to read, view understanding
and comprehend short, predictable texts on familiar topics in
different media and technologies
DRAES1.1 - Uses imagination and the elements of drama in
imaginative play and dramatic situations.
MAe-17SP - represents data and interprets data displays made from
objects
 STRAND/s: SKILL DOMAINS/s:

Self management (S)

Health, Wellbeing and Relationships
Interpersonal (I)
Movement Skill and Performance
Movement (M)
Healthy, Safe and Active Lifestyles

KLAs:

English - Communicate through speaking, listening, reading, writing,

viewing and representing

Maths - Measurement

Creative Arts - Drama

 KEY INQUIRY QUESTIONS: DOT POINTS AND DASH POINTS:

What helps us to stay healthy and safe?

• Identify safe and positive health practices and display actions that
• How responsible am I for my own and others’ healthy, safety and promote health, safety and wellbeing, for example: (ACPPS006)
wellbeing? - explore foods that contribute to good health and healthy eating
habits
• What actions positively influence the health, safety and wellbeing How do we make healthy and safe choices in different situations?
of my community? • identify a number of possible skills and strategies to stay safe and
be supportive, for example:
- identify contextual factors that influence safety, eg media/
online
How can I act to help make my environments healthy, safe and
active?
• Practise strategies they can use to support their own and others’
health, safety and wellbeing, for example: (ACPMP030)
- identify food groups and explore how eating healthy foods and
drinks can benefit health and wellbeing
- explore reasons for personal food choices and eating habits

How can I contribute to promote healthy, safe and active

communities?
• Recognise their responsibility to contribute to a healthy, safe and
active environment for themselves and others, for example:
- explore options to promote healthy eating, eg identify healthy
and unhealthy snack foods

What actions positively influence the health, safety and wellbeing

of my community?
• Investigate and adopt practices that help promote and maintain
health, safety and wellbeing, for example:
- Compare food labels and suggest ways to improve the
nutritional value of meals
 CONTEXTS FOR LEARNING: PEDAGOGICAL APPROACHES / INSTRUCTIONAL STRATEGIES:
- Differentiated instruction: Scaffolding through direct instruction
Alcohol and other drugs and …
Food and Nutrition
- Interactive/Experiential learning: students will handle real foods
Personal identity (both packaged and fresh)
Mental health and wellbeing
- Explicit teaching: How to apply the Healthy Eating Guide and
Relationships Pyramid to everyday life
Sexuality and sexual health
- Group/Cooperative learning: Students participate in group tasks
Safety that require students to engage in teamwork and collaboration to
Health benefits of physical activity determine what is a healthy, balanced and identify ‘sometimes’ and
‘everyday' foods. This also promotes independent learning through
Fundamental movement skills the delegation of roles within groups.
Rhythmic and expressive movement
- Class Discussions: Students discuss; the different types of
Individual/group/team physical activities 'sometimes' and ‘everyday’ foods they eat or is part of their diet; the
Initiative/challenge physical activities appropriate use of digital technologies (e-safety)
Aquatics
Lifelong physical activities.

‘Student X’has Intellectual Disability (ID), and upon consultation with

Student X’s Learning Support Coordinator, the following strategies
have been implemented.
- Explicit teaching/modelling
- Additional demonstrations
- Concrete materials (Visual aids/flash cards)
- Repetition of key concepts/content
 GENERAL CAPABILITES: CROSS CURRICULUM PRIORITIES: OTHER KLA’S:

Aboriginal & Torres Strait Islander histories & culture English

Literacy
Asia & Australia’s engagement with Asia Mathematics
Numeracy
Sustainability Science and Technology
Information & communication technology
Human Society & its Environment
Critical & creative thinking
Creative Arts
Ethical understanding
Intercultural understanding
Personal & Social Capability
 LEARNING OPPORTUNITIES: ORGANISATION: RESOURCES:
1. Students will analyse the Healthy Eating 1. & 2. The class will be seated on the floor in front of 1.
Pyramid and the Australian Guide to the SMARTboard, with the teacher seat positioned - SMARTboard
Healthy Eating. As a class, students will off to the side. This allows students to be in view of - Healthy Eating Pyramid
discover the classification of foods groups the interactive SMARTboard and teacher https://nutritionaustralia.org/
and explore which foods help us to stay 2. fact-sheets/healthy-eating-
pyramid/
healthy. Students are encouraged to as
- Australian Guide to Healthy
questions about the different types of foods Eating (p.19) https://
and food categories ie. Vegetable, fruit, www.health.nsw.gov.au/
dairy, etc. hsnsw/publications/chief-
health-officers-report-2017.pdf
2. Students will read/view ‘The Magic 2.
Lunchbox’ as a class and follow up with - ‘The Magic Lunchbox’ by
questions/class discussion on the utilised Angela Barrett (can access
text. Following this, teacher has a brief ! online)
discussion with class to introduce the 3. Student will form a circle and each be given a flash - Image (link) to food pyramid to
concept of 'everyday' and 'sometimes' foods card of a food item. When called upon they may display on SMARTboard
and how they fit in relation to the food place their card in the ‘sometimes’ or ‘everyday’ 3.
pile in the centre of the circle. This learning - ‘Activity 1: Healthy Foods That
pyramid and guide.
opportunity will allow for class discussion Go Into My Lunchbox’
worksheet x no. of students +
3. Student will have the opportunity to use spares (https://
flash cards to categories ‘everyday’ and www.healthpromotion.com.au/
‘sometimes’ foods as a class, and also wp-content/uploads/2018/12/
independently. This will ensure students CC11691J-Magic-Lunchbox-
understand the nature of a balanced diet. Teacher-Resource-2018.pdf)
Following this students will be provided with - Flash Cards x no. of students
a worksheet where they will be required to (https://
create a healthy balanced lunch, using the www.healthpromotion.com.au/
information and knowledge they have wp-content/uploads/2018/07/
Magic-
gained in learning opportunities 1 & 2. ! Lunchbox_Food_Cards.pdf)
4. Depending on size of class students will be groups
4. Participating in role play, student will act out in 4s to come up with an act/scenario of them 4.
how to make healthy eating habits/choices putting together a healthy lunchbox for school. - Class devices (iPads) and access
by opting for healthier options and/or Students will be able to use the whole classroom to Seesaw application
packing their own lunch in groups. and outside to practice and then perform up the - Props (objects in the classroom)
front of the classroom.
 ASSESSMENT TASK
TASK NUMBER: 1
TASK TYPE: Group
DATE DUE: Term 3 Week 9
TASK WEIGHTING: 10%
CONTEXT:

Students will look at the role of food in student’s health and wellbeing. They will be presented with information on the different food products

available (including the five food groups/food pyramid). Throughout this task students will explore the way in which the foods we choose to

incorporate into our everyday diet effects our health and wellbeing. This task aims to encourage students to use/apply the knowledge gained to

make informed decisions about healthy eating habits and choices in everyday life.

STRAND/S:
 Health, Wellbeing and Relationships

Healthy, Safe and Active Lifestyles

KEY INQUIRY QUESTION/S:

• How responsible am I for my own and others’ healthy, safety and wellbeing?

• What actions positively influence the health, safety and wellbeing of my community?

CONTENT:

• Identifies safe and positive health practices and display actions that promote health, safety and wellbeing:
• Explore foods that contribute to good health and healthy eating habits.
• Describe how individuals help one another to stay healthy and safe in various environments:
• Recognise what makes an environment safe and support e.g. vegetable garden
DESCRIPTION OF TASK
Students are required to:

- Students will be required to create a scenario (role play) in their groups of putting together a healthy and balanced lunchbox for school. This

task will assess students knowledge and understanding from this unit, as well as their ability to put it into practice. Students will be provided

prompts to encourage creativity. For example, consider the roles students will play in your groups, whether it be your parents, siblings,

grandparents, yourself. “You might re-enact how you would pack your lunch boxes. You might re-enact how you will shop for your lunches at

the supermarket or from your own veggie garden.” The scenario will be video recorded using the class devices (iPad) and uploaded to Seesaw

for students and parents to access. Students may use any props they can find (flash cards, objects in the room, etc.)

- Following each groups’ scenario, a few students from the audience will be asked for their opinions/feedback using the ‘two stars, one wish’

strategy. Student who would like to give ‘two stars and one wish’ can also share this through Seesaw (comment under video)
CRITERIA FOR ASSESSING LEARNING:
Students will be assessed on their ability to:

Student will:

• Produce an engaging and informative scenario of how to create a healthy and balanced lunch box for both home and school life
• Highlight the importance of a healthy balance diet and identifies food groups
• Compares and explains the difference between ‘sometimes’ and ‘everyday’ foods
• Demonstrates their ability to apply the skills and knowledge learnt throughout the unit in real life settings
STANDARDS REFERENCED MARKING CRITERIA:

Standard of Marking Criteria

Achievement
A • Thoroughly demonstrates accurate knowledge and understanding of the importance of making healthy choices in a
creative way
• Identifies a number of items as ‘everyday’ and ‘sometimes’ foods
• Effectively works collaboratively with their peers
• Each group member made contributions to scenario/role play
B • Demonstrates accurate knowledge and understanding of the importance of making healthy choices in a creative way
• Identifies a number of basic items as ‘everyday’ and ‘sometimes’ foods
• Works collaboratively with their peers
• Most group members made contributions to scenario/role play
C • Demonstrates key knowledge and understanding of the importance of making healthy choices in a creative way
• Identifies a few basic items as ‘everyday’ and ‘sometimes’ foods
• Somewhat works collaboratively with their peers
• Some group members made contributions to scenario/role play
D • Demonstrates some knowledge and understanding of the importance of making healthy choices in a creative way
• Identifies some items as ‘everyday’ and ‘sometimes’ foods
• Limited collaboration with peers
• Few group members made contributions to scenario/role play
E • Demonstrates little knowledge and understanding of the importance of making healthy choices in a creative way
• Identifies limited/no items as ‘everyday’ and ‘sometimes’ foods
• Little to no group collaboration amongst peers
• Limited group members made contributions to scenario/role play
 JUSTIFICATIONS

According to Louden (2005), scaffolding is described as essential for effective pedagogy (McLean, 2013). With this in mind, this assessment task
has been scaffolded through the various learning opportunities seen throughout this unit. Firstly, asking students to share their own experiences and
opinions on what they have/had in their lunch boxes, especially through the use of open-ended questions allows for students to tap into their prior
knowledge and apply that into the learning experience. Secondly, the use of visual aids such as the flash cards of food items and visuals of magic
lunchbox was incorporated into the unit as a scaffolding tool to assist visual learners to grasp concepts and shape student thinking by enabling them
to visually represent ideas and information. These approaches both support the learning needs of ‘Student X’ as well as other learners of varying
needs to achieve success in this area of learning. This assessment task aims to provide students with an opportunity to demonstrate what they have
learned based off indicated curriculum outcomes within this unit. Therefore, it is important to ensure that the learning outcomes and objectives are
made explicit to students prior to learning and assessment so that they are aware of what they are expected to achieve (Meldrum & Peters, 2012, p.
253).

On another note, this assessment task was also differentiated by creating a learning experience that is student led. Using this approach allowed for
student directed learning and team work amongst groups. In order to accommodate the learning needs of all students, differentiation strategies were
incorporated according to students abilities. This included grouping students into small groups with varying abilities and skills, so as to ensure that
each child was contributing to the assessment activity by promoting student engagement, participation and collaboration. With that being said, using
both approaches in conjunction with one another promotes a more open-ended learning environment that allows for differentiation and thus,
enhances student learning (Harasim, 2017, p.62).

Constructivist theory maintains that, 'people construct their own understanding and knowledge of the world through experiencing the world and
reflecting on those experiences (Harasim, 2017, p.62). Therefore, this assessment task has been designed in reference to John B. Biggs’s
Constructivist Alignment Theory in HPE, whereby students are delivered with engaging, creative learning experiences around nutrition (Biggs,
2003, p. 27). Thus, this assessment task aims to create a meaningful and authentic learning experience that could be used to support students’ active
participation in the implementation of a healthy eating. Moreover, in this summative assessment it is crucial to promote a deeper understanding of
the material or content being learnt, as opposed to encourage rote learning of information (Meldrum & Peters, 2012, p.254). Therefore, through
encouraging students to make reference to learning content throughout the unit in turn, promotes significance and connectedness to real life
situations and environments (Department of Education, 2008). Additionally, a cross-curricular approach has been included through the integration of
literacy, numeracy and digital literacy capabilities to enhance student learning (NESA, 2019). Furthermore, E-safety important is an important aspect
to consider when designing an assessment task. In this particular task, students’ role plays were recorded using the class devices (iPad) via the
Seesaw app, which was then uploaded for parents and students to view. Using an application such as Seesaw, students need to be aware of the
responsibilities of using digital technologies through education of online safety. By also making the assessment task accessible to parents/caregivers
is an effective way to include them in the learning experience which consequently promotes parent-school relationships (Dudley, Telford, Peralta,
Stonehouse & Winslade, 2018). Ultimately, this assessment task was devised with the aim to provide students with the opportunity to demonstrate
their standard of achievement of syllabus outcomes.

REFERENCE LIST

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of
educational objectives. New York: Longman.

• Australian Guide to Healthy Eating. (2017). Retrieved from Australian Dietary Guidelines: https://www.eatforhealth.gov.au/
guidelines/australian-guide-healthy-eating

• Biggs, J. (2003) Teaching for Quality Learning at University (2nd ed.). Buckingham: SRHE and OUP.

• Department of Education (2008) Quality Teaching to support the NSW Professional Teaching Standards.

• Dudley, D., Telford, A., Peralta, L ., Stonehouse, C & Winslade, M (2018). Teaching quality health and physical education. Cengage
Learning
• Harasim, L. (2017). Learning Theory and Online Technologies.ProQuest Ebook Central https://ebookcentral.proquest.com

• NESA (2018), Personal Development, Health and Physical Education, K-6 Syllabus.

• NSW Education Standards Authority [NESA]. (2019). Learning across the curriculum. Retrieved from https://
educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018/learning-across-the-curriculum

• NSW Department of Education and Training. (n.d.). NSW Curriculum Materials. Retrieved from Healthy Kids Association : https://
healthy-kids.com.au/wpcontent/uploads/2014/02/Complete%20C&S%20Resource%20Pack.pdf

• Meldrum, K., & Peters, J. (2012). Assessment in health and physical education. In Learning to teach health and physical education :
the student, the teacher and the curriculum (pp. 252-286). Frenchs Forest, NSW : Pearson Australia.