Health and Movement Science Life Skills 11–12 (2023) Syllabus – information for school leaders
The Health and Movement Science Life Skills 11–12 (2023) syllabus replaces content in Personal Development, Health and Physical Education Life Skills (PDHPE) 11–12 (2009) syllabus from 2025.
The Health and Movement Science Life Skills Years 11–12 course provides students with the opportunity to develop knowledge, understanding and skills of health and movement concepts.
The Health and Movement Science Life Skills 11–12 Syllabus aligns with the Health and Movement Science 11–12 Syllabus to provide opportunities for integrated delivery.
What you need to know
- Life Skills outcomes cannot be taught in combination with other outcomes from the equivalent Stage 6 course.
- In 2023 and 2024, teachers engage with the syllabus, and plan and prepare for implementation.
- In 2025, implementation commences in schools for Year 11 students.
- In 2025 Term 4, implementation commences in schools for Year 12 students.
- The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).
- Health for individuals and communities.
- The body and mind in motion.
- Collaborative Investigation.
- Health in an Australian and global context.
- Training for improved performance.
- The Collaborative Investigation provides students with opportunities to engage in collaborative research on a health or movement question, problem or topic. Teachers can choose to deliver part or all of the investigation.
- Depth Studies can also be undertaken to explore one or more of the concepts within the syllabus.
- Where appropriate, opportunities for practical application of health and movement concepts should be provided. Examples could include participating in physical activities, application of movement skills, observing others participate and perform, engaging with health programs within the community.
Overview image is from the Health and Movement Science 11–12 SyllabusExternal link © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, (2023)
Prior to implementing the Health and Movement Science Life Skills 11–12 syllabus, leaders will need to consider the following:
- suitability of a Life Skills (staff only) pattern of studies for students
- school structure and logistical considerations, for example how the course will be run (integrated with Health and Movement Science 11–12 or separately), staffing considerations etc.
- collaboration with staff and learning support teams to ensure appropriate curriculum planning
- logistical changes, such as updating the name of the subject in published documentation and subject selection information
- building teacher understanding of new content and links to Health and Movement Science 11–12 (2023) Syllabus
- complexities for staff teaching Health and Movement Science Life Skills 11-12 out-of-field and ensuring adequate professional learning, where relevant
- resource and budget implications, including:
- equipment, facilities and resources for practical application and excursions
- time for staff to engage with syllabus features, content and expectations
- professional learning to build staff capacity around new syllabus features and content, particularly collaborative investigations, depth studies and research skills.
- complexities for staff working with multiple PDHPE syllabuses being released and implemented at different stages
- familiarisation with the digital curriculum platform to ensure the syllabus is programmed, taught and assessed as required
- awareness of the Controversial Issues in Schools policy and procedures, which is essential in teaching various aspects of Health and Movement Science 11–12.
The five evidence based propositionsExternal link that underpin the PDHPE K–10 course also underpin this syllabus, to ensure it remains contemporary and future-focused. The Health and Movement Science Life Skills (2023) Syllabus is based on evidence summarised in the bibliographyExternal link published by NESA.
- How will the new syllabus affect classroom practice? What is in place to support and evaluate this practice?
- Do staff have the skills and understanding to collaboratively undertake syllabus implementation? What explicit systems are in place to foster collaboration?
- What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?
- What school practices and systems are in place to support teacher professional learning? How are these evaluated to maximise support for teachers?
- How has the school engaged with departmental resources and support for curriculum implementation, for example, Curriculum Reform Communities, curriculum resources, professional learning, and DEL network initiatives?
- What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?
Further support
See the NSW Department of Education Curriculum Reform web page for updates and additional information.