Overview
Syllabus overview
Organisation of PDHPE 7–10
The organisation of outcomes and content for PDHPE 7–10 highlights the role and connection of physical activity, safety, health and wellbeing.
Outcomes and content are organised under the focus areas:
- Movement skills and strategies
- Health and wellbeing through physical activity
- Safe, active and healthy lifestyle choices
- Respectful relationships
- Identity, belonging and change
Schools can deliver the essential content in a manner reflective of their school contexts and ethos, for the needs of their students and within their own policy requirements.
The PDHPE 7–10 syllabus is shaped by the PDHPE propositions.
Figure 1 shows the organisation of PDHPE 7–10.
Image long description: A vertical list of boxes shows the 5 focus areas of Movement skills and strategies; Health and wellbeing through physical activity; Safe, active and healthy lifestyle choices; Respectful relationships; and Identity, belonging and change. A box sits above the focus areas and is labelled ‘Self-management, interpersonal and movement skills’. Another box sits below the focus areas and is labelled ‘Interrelated focus areas’. Lines connect these 2 boxes and weave through all 5 of the focus areas, emphasising that they are interrelated and the skills are interwoven though each focus area.
Life Skills outcomes and content
Students with disability can access the syllabus outcomes and content in a range of ways. Decisions regarding curriculum options should be made in the context of collaborative curriculum planning.
Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a student is eligible to undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5 outcomes, or prior stage outcomes if appropriate. This assistance may include a range of adjustments to teaching, learning and assessment activities.
Life Skills outcomes cannot be taught in combination with other outcomes from the same subject. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural and heritage works
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement PDHPE learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ Identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal Histories and Cultural Practices.
Balance of content
Emphasis should be equally balanced across health and physical education concepts.
The amount of content associated with a given outcome is not necessarily indicative of the amount of time spent engaging with the respective outcome. Teachers use formative and summative assessment to determine instructional priorities and the time needed for students to demonstrate expected outcomes.
The content groups are not intended to be hierarchical. In considering the intended learning, teachers make decisions about the sequence and emphasis to be given to particular groups of content based on the needs and abilities of their students.