Programming

Teaching and learning programs must meet syllabus requirements.

  • Plan comprehensive and sequential teaching and learning units and programs to ensure that learning in PDHPE is relevant and meaningful for all students.
  • Allow for the progressive development of student knowledge, understanding and skill through programs and units.
  • Ensure teaching and learning strategies provide students with sufficient opportunities to learn the expected content and use their skills to apply this content.
  • Enable students to demonstrate their achievement of syllabus outcomes.

Scope and sequence

A scope and sequence is an important step in the design of effective teaching and learning programs.

Use the Developing an effective scope and sequence K-6 PDHPE video to create an effective scope an effective scope and sequence for PDHPE. The transcript (PDF 96.6KB) for developing an effective scope and sequence for K-6 PDHPE video can also be accessed.

Use the K-6 PDHPE Scope and sequence evaluation tool (PDF176KB) as an interactive form to critique practice in PDHPE as part of the teaching and learning cycle.

Use the following questions as a guide when creating a scope and sequence in PDHPE.

  • Is the essential learning for each stage clearly identified?
  • Is PDHPE timetabled for 1.5–2.5 hours per week to meet the NSW Education Standards Authority (NESA) requirements?
  • Are child protection education and drug education addressed in each stage?
  • Are all outcomes are addressed in each stage?
  • Do values and skills outcomes receive balanced coverage across each stage?
  • Are there opportunities for 150 minutes of planned physical activity per week to meet the department’s Sport and Physical Activity Policy requirement?
  • Are the expected outcomes for student achievement clearly identified?
  • Does your scope and sequence reflect the school context, available resources and the school calendar?
  • Does your scope and sequence reflect students’ needs and interests?
  • Does it promote spiral curriculum where knowledge, understanding and skills are built on in each stage?
  • Will PDHPE be integrated with other key learning areas in a meaningful manner? Are the links clear?
  • Are there sufficient opportunities for integration of PDHPE with literacy and numeracy?
  • Is there a broad range of learning experiences that cater for all students in your school?

Health and personal development as a focus

Does your scope and sequence:

  • include contemporary health issues and contexts?
  • reflect the holistic nature of health and wellbeing – physical, mental, emotional, social and spiritual health and wellbeing?
  • map values and skills outcomes to the various health and personal development contexts e.g. decision making in drug related situations?

Physical education as a focus

Does your scope and sequence:

  • map the fundamental movement skills across Kindergarten to Year 2 in a manner that reflects the Get Skilled: Get Active planning guide (PDF 2.58MB)
  • incorporate a wide range of physical activity contexts e.g. dance and rhythmic activities, aquatics, cooperative and initiative activities, games and sports, gymnastics, fitness and lifetime activities?
  • reflect the application of fundamental movement skills and broader movement competencies in various physical activity contexts and situations across Kindergarten to Year 6?
  • map values and skills outcomes to the various movement and physical activity contexts, e.g. problem solving and communication in games?

Outcomes mapping grid

Use the K-6 PDHPE outcomes mapping grid as a comprehensive outcomes checklist tool for the NSW K-6 PDHPE syllabus.

It is designed to:

  • assist you to identify and map the K-6 PDHPE outcomes and content to new and existing units of work
  • identify where outcomes or content are not addressed through units of work to avoid gaps.

How to use the outcomes mapping grid supporting video explains how to use the mapping grid to its maximum potential. The transcript (DOCX 43.6KB) of the video can also be accessed.

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