K–6Personal Development, Health and Physical Education K–6 Syllabus

Figure 1 shows the organisation of PDHPE K–6 under 4 focus areas:

• Movement skill and physical activity
• Respectful relationships and safety
• Identity, health and wellbeing
• Self-management and interpersonal skills

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.

Image long description: A vertical list of boxes shows the 4 focus areas of Movement skill and physical activity; Respectful relationships and safety; Identity, health and wellbeing; and Self-management and interpersonal skills. Two boxes above the focus areas show the elements Personal Development, Health, and Physical Education which connect all 4 focus areas. Surrounding the focus areas is a line labelled ‘Applying knowledge, understanding and skills through interrelated practices’.

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.

Where possible, 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 that respect for Elders and the roles of men and women is shown. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal Histories and Cultural Practices.

Complementary content has been provided to enable some students with physical disability to develop movement skills, focusing on ability. Teachers use the complementary content in combination with the content for fundamental movement skills to meet the needs of individual students.

The expectation is that the total time allocated to PDHPE is evenly distributed between Personal Development and Health (PDH) and Physical Education (PE).

The PDHPE K–6 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content in syllabus documents’ from Teaching Writing: Report of the Thematic Review of Writing (NESA 2018).

Creating written texts is a way of organising thoughts, explaining thinking, and making connections within and across learning areas. The learning areas provide meaningful content for writing beyond the subject of English. ‘When writing instruction prompts students to think deeply and/or make decisions about content, learning is improved’ (AERO 2022). Creating written texts in learning areas develops students’ critical understandings and voice.

Creating written texts content in the primary curriculum includes:

• systematic development of expectations for creating written texts, which aligns with the English K–10 Syllabus (2022)
• explicit writing content to support students to become fluent creators of texts, to deepen their understanding of the learning areas and focus on vocabulary and sentence construction
• opportunities to practise the process of creating written texts to develop and communicate knowledge, understanding and ideas
• a focus on vocabulary and sentence construction.

Creating written texts refers to the act of composing and constructing a text for a particular purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication form(s) should be considered when teaching writing.

Image long description: Four horizontal rows show Creative Arts, PDHPE, HSIE and Science and Technology. Above these rows are 4 headings: Early Stage 1, Stage 1, Stage 2 and Stage 3. In the row labelled Creative Arts, a box with a dotted outline spans Early Stage 1 to Stage 1. This box contains the text ‘Using vocabulary and language to communicate in Creative Arts’. Under Stage 2 there is a box containing the text ‘Embedded within content’. Under Stage 3 there is a box containing the text ‘Outcome’. In the row labelled PDHPE, a box with a dotted outline spans Early Stage 1 to Stage 1. This box contains the text ‘Using vocabulary and language to communicate in PDHPE’. Under Stage 2 there is a box containing the text ‘Embedded within content’. Under Stage 3 there is a box containing the text ‘Outcome’. In the row labelled HSIE, a box containing the text ‘Content group’ is listed for each of Early Stage 1, Stage 1 and Stage 2. Under Stage 3 there is a box containing the text ‘Outcome’. In the row labelled Science and Technology, a box containing the text ‘Content group’ is listed for each of Early Stage 1, Stage 1 and Stage 2. Under Stage 3 there is a box containing the text ‘Outcome’. In all 4 rows the text boxes are linked by arrows showing the progression from Early Stage 1 to Stage 3. Surrounding the whole diagram is a line labelled ‘“Creating written texts” content in the syllabuses aligns with the corresponding stage expectations of the English K–10 Syllabus (2022)’.