No part of the Material may be reproduced in any material form in Australia or in any other country by any process, electronic or otherwise, or transmitted to any other person or stored electronically in any form without the prior written consent of the Board of Studies. , Teaching and Educational Standards NSW, except as permitted by the Copyright Act 1968. Content subsections include suggested instructions to the authors in writing the draft syllabus. The aim of the survey is to obtain detailed comments from individuals and systems/organisations on the draft directions for syllabus development.
The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which sets the direction for Australian schooling for the next ten years. The manner in which instruction in the K–10 Personal Development, Health, and Physical Education Curriculum will contribute to the curriculum and to student achievement of broad learning outcomes is described in the curriculum rationale. The K–10 personal development, health, and physical education curriculum addresses the learning needs of all students.
Gifted students have specific learning needs that may require adjustments in the pace, level, and content of the curriculum. The following codes will be used in the K–10 personal development, health, and physical education curriculum. The rationale describes the distinctive nature of the subject and describes its relationship to the contemporary world and current practice.
Review and consider why students study the subject, how it contributes to the purpose of the K-10 Curriculum Framework, and how it prepares students for further education.
4 The Place of the Personal Development, Health and Physical Education K–10 Syllabus in the K–12 Curriculum
5 Aim
6 Objectives
7 Outcomes
PDe-3 identifies ways to make safe and positive changes to the safety, health and well-being of self and others. PD5-4 apply and evaluate actions to improve lifestyle behaviors for their health and that of others PDe-4. PD1-4 identify and plan for and participate in activities that promote healthy lifestyles and levels of physical activity.
PD2-4 plans activities that increase healthy living and physical activity levels at home and school. PD3-4 proposes actions to promote healthy lifestyles and physical activity levels for individuals and the community. PD5-5 examines the role the community plays in enhancing and promoting the safety, health and well-being of individuals PD4-6.
PD5-6 protects the health and well-being of different groups in society through a variety of current health issues. PD3-5 applies movement concepts and strategies to confidently perform movement skills in a variety of contexts. PD2-6 applies movement concepts and feedback to practice and improve movement skills in a variety of contexts.
PD5-9 evaluates and applies the elements used to create, execute, and solve movement challenges in a variety of movement contexts Objective. They apply feedback and practice movement skills to improve their performance in a variety of physical activities and games. At the end of Stage 4, students propose strategies to improve their health and well-being by exploring the relationship between health and physical activity.
They suggest actions to promote the safety, health and well-being of themselves and others in relation to a range of health and physical activity issues. Students apply and assess skills in communication, collaboration, critical and creative thinking in a variety of contexts.
8 Content
Organisation of the content
- SAMPLE
- 4-strand model
- 3-strand model
- 2-strand model
A move to this model would mean the merging of 8 strands into 4 strands for K–6 programs, consolidating and strengthening what currently exists in the PDHPE K–6 syllabus. Promoting health and well-being What actions can we take to ensure the safety, health and well-being for ourselves and our community. How can we promote the safety, health and well-being of young people in our community.
What tools can we use to create, execute and solve movement challenges in different contexts. How increasing levels of physical activity affect the health and well-being of ourselves and our society. How can we increase opportunities for physical activity that makes us more active and connected to our school and community.
The structure will include a strand focused on personal development/health, a core focused on physical education and an integrated structure designed to support the authentic integration of PDHPE/ subjects. Health in action (integrated) What is the relationship between health and physical activity and how does this affect our overall health and well-being. How can we increase the opportunities that make us feel connected to our school and community?
How can we improve and promote the safety, health and well-being of individuals and communities in different environments? Which elements can we use to create, execute and solve movement challenges in different contexts. Explicit student-centered learning opportunities will be included in all components, with additional emphasis in the integrated Health into Action component.
What actions can we take to ensure the safety, health and well-being of ourselves and our community? How can we increase physical activity opportunities that make them more active and connected to our school and community. This diagram is based on the Option 2 model, described in the Organizing Content section.
Learning across the curriculum
HEALTH INTO ACTION
What is the relationship between health and physical activity and how does it affect our overall health and well-being. Health into Action is an integrated curriculum designed to provide students with the opportunity to engage in meaningful learning experiences that integrate health concepts with physical activity opportunities. Decisions about content sequencing are based on the context of the school and the needs of the students.
Students explore a range of concepts about health and physical activity, thinking critically about available information and resources and how these can influence and inform their choices. Students investigate how health and physical activity are related and the impact it can have on their overall health and well-being. Students develop and evaluate plans, personal goals, and take action to promote the health and well-being of individuals and communities.
A review of teaching and learning information will guide teachers on how content can be delivered in an age-appropriate and sensitive manner.
9 Years 7–10 Life Skills outcomes and content
The following table presents the draft Life Skills outcomes developed from the regular curriculum objectives.
Content
Students explore a range of health and physical activity concepts, reflecting on available information and resources that affect their safety, health and well-being. Students discuss the relationships between health-focused concepts such as nutrition, mental health and physical activity, communication, and teamwork. From discussion and research, students plan and implement ideas to improve the health and well-being of themselves and their communities.
What activities help us feel a sense of belonging and connectedness to our school and community.
10 Assessment
Further advice on programming and appropriate assessment practice in relation to the PDHPE curriculum is contained on the BOSTES website. Some students with special educational needs will require adaptations to assessment practices to demonstrate what they know and can do in relation to curriculum outcomes and content. The type of adaptations and support will vary depending on the particular needs of the student and the demands of the activity.
It is a requirement under the Disability Standards for Education 2005 that schools ensure that assessment tasks are accessible to pupils with disabilities. Schools are responsible for any decisions made at school level to offer accommodations for coursework, assessment tasks and school tests. Reporting is the process of providing feedback to students, parents, and other teachers about student progress.
Teachers use assessment evidence to extend the Assessment for Learning process in Assessment for Learning. These points may be at the end of a year or phase, when schools may wish to report. Student achievement profiles in the PDHPE provide schools with a useful tool to report consistent information about student achievement to students and parents, as well as to the prospective teacher to help plan the next steps in the learning process.
A grading scale of A–E or equivalent provides a common language for reporting by describing observable and measurable characteristics of student achievement at the end of a level, within indicative hours of study. Teachers use the standard descriptions for professional and balanced judgment based on available assessment information to match each student's achievement to the description. Teachers use a common grade scale (A–E) or equivalent scale to report student achievement levels in grades 1–5.
For students with special educational needs, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student performance. It may be considered more appropriate for students with SEN to be reported against outcomes or targets identified through the common curriculum planning process. There is no requirement for schools to use the common grading scale (A–E) or equivalent to report student performance performing life skills outcomes and content.
Glossary
