Transcript of the 5 propositions– NSW PDHPE K-10 Syllabus

PDHPE provides learning opportunities that are contemporary, learner-centred and relevant to the student.

There are five key propositions which underpin the PDHPE K-10 syllabus, which are adopted from the Australian Curriculum: Health and Physical Education. A strong and diverse research-base ensures that the PDHPE curriculum is contemporary and future-focused.

The five propositions are interrelated and guide teaching, learning and assessment. They should guide teachers in their pedagogy and be authentically embedded across the three content strands.

While the PDHPE syllabus may contribute to a range of goals that sits beyond its educative purpose a focus on educative purpose prioritises ongoing opportunities for student learning and development.

PDHPE has an important role to play in terms of health and social outcomes, however it needs to be one part of a whole school and community approach to addressing these issues. PDHPE provides students with a strong foundation to take positive action to protect and enhance their own and others health, safety and wellbeing. Through PDHPE students will be empowered to actively contribute to and advocate for the health safety and wellbeing of themselves and others in the community and beyond school

A strengths-based approach to teaching PDHPE flips how we have previously approached the learning area it affirms that most students are healthy, safe, active and well. It acknowledges that students bring with them strengths, capacities and resources. As teachers, we can build from these to develop positive attitudes and a repertoire of knowledge, understanding and skills. We have a role to support our students to identify, their strengths and capacities to enhance their own health, safety and wellbeing and that of others.

The focus of a strengths-based approach is - What keeps us healthy, safe, well and physically active?

Taking a strengths-based approach in PDHPE encourages students and their communities to draw on strengths, capacities and resources to develop the knowledge, understanding, skills, values and attitudes they require to make more engaged choices.

PDHPE focuses on the value of movement, physical activity, physical literacy and physical education.

Movement experiences provide challenges and opportunities for students to enhance a range of personal and social skills and behaviours that contribute to health and wellbeing.

We value movement by refocussing the role of PDHPE to build knowledge, understanding and skills for a lifetime of physical activity and provide opportunities for movement-based learning. Valuing movement encourages opportunities for students to learn in, about and through movement and physical based activity.

Students will learn how and why we move, how we can improve physical performance and how and why we participate in ongoing physical activity across our lifetime.

This proposition ensures our students are provided with the opportunity to enhance their ability to gain access to, understand, and use health information and services to promote and maintain health, safety, wellbeing and participation in physical activity.

Health literacy is crucial for students as they gain independence students become increasingly involved with their own health and health care, interacting with health services and accessing information which informs their actions and behaviours.

A critical enquiry approach encourages students to challenge, question and interrogate PDHPE related content and health information.

Including a critical inquiry approach in PDHPE enables students to better analyse and critique health information from all sources. It recognises the contextual factors that influence people’s attitudes, decisions and actions. In addition students will explore content related to inclusiveness, power inequalities, taken-for-granted assumptions, diversity and social justice.

Using a range of pedagogical models a critical enquiry approach in PDHPE is consistent with experiential learning and recognising learner diversity.

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