Planning, programming and assessing PDHPE 7-10
Resources to help you plan, program and assess PDHPE from Years 7–10 within supportive learning environments, department policies and best practice approaches.
Students explore the interrelationship between health, safety, wellbeing and participation in physical activity.
PDHPE consists of three content strands. Each content strand must be taught each year from Kindergarten to Year 10.
Access our Quality programming in PDHPE (secondary) professional learning course for further support.
Through PDHPE, students learn to:
- think critically, solve problems and make informed decisions on health, safety, wellbeing and physical activity
- explore issues that impact the health, safety and wellbeing of themselves and others
- participate in movement experiences that are regular, varied, purposeful, challenging and enjoyable.
Personal Development, Health and Physical Education (PDHPE) K-10 syllabuses and course descriptions are on the NESA website. Each syllabus provides support materials including for assessment.
Year 7 to Year 10 courses
In Secondary schools, PDHPE content has been designed to be taught within the existing NSW indicative time requirements of 300 hours across Years 7-10. PDHPE must be taught within each year.
Content endorsed courses
Students also have the opportunity to study other elective NESA content endorsed courses (CEC) in the PDHPE key learning area.
In physical activity and sport studies (PASS) students enhance their capacity to participate effectively in physical activity and sport, leading to improved quality of life for themselves and others. Resources, advice, and professional learning to support teachers delivering the PASS course can be accessed through the department's Physical Activity and Sports Studies statewide staffroom.
See NESA physical activity and sports studies for further information.
In child studies, students learn to positively influence the wellbeing and development of children in the critical early years in a range of settings and contexts. Resources, advice, and professional learning to support teachers delivering the Child Studies course can be accessed through the Department's Child Studies statewide staffroom.
See the Child studies page on the NESA website for further information.
PDHPE scope and sequence and unit development
A scope and sequence:
- summarises what is to be taught and the sequence in which it will be taught
- contains the following elements: unit titles, unit sequence and duration, syllabus outcomes for each unit
- should be captured on a single page.
Understanding by Design (UbD) (McTighe) offers a planning framework to guide curriculum, instruction and assessment. Understanding by Design:
- focuses on teaching and assessment for understanding and transfer.
- uses a backward design model for planning curriculum units
- results in more clearly designed learning goals mapped to student needs
- promotes lessons and assessment focused on educative purpose.
Designing a scope and sequence
When designing a scope and sequence, the following should be considered.
PDHPE is an integrated course, designed so that Years 7-10 students would typically achieve the standards described through the outcomes and content in 300 hours.
When establishing a scope and sequence the following syllabus requirements need to be met:
- all strands must be covered each year
- all knowledge, understanding and skill outcomes must be addressed in each stage
- all content must be included across the stage for Stage 4 and Stage 5
- each skill domain must be included each year
- opportunities for physical activity should be provided each week as a minimum.
Where Life Skills outcomes are being integrated or taught concurrently, they should also be included in the scope and sequence.
Source: NSW Education Standards Authority, Advice on scope and sequences, viewed March 2019.
- Student needs should be at the centre of the planning process and should drive programming, teaching, assessment, reporting and evaluation processes.
- Collect evidence to identify the needs, strengths, behaviours and attitudes of your students before starting the programming process and to evaluate your PDHPE program.
- Consider the school context, resources and facilities. This includes whole school activities for students (for example, extra curricular programs, carnivals, whole school events, assessment and examination schedules). Planned dates for these events should be identified on the school calendar.
- Devise teaching and learning strategies that provide students with sufficient opportunities to learn the expected content and use their skills to apply this content.
- Consider the five key student based questions throughout the programming and planning process:
- Do you know what to teach me?
- Do you know what I need to learn?
- Do you know how to teach me?
- Do you really know me?
- Are you preparing me to live in my world?
- Do you know what to teach me?
- Enable deep knowledge, understanding and application of skills through meaningful learning experiences.
- Use no more than 3 to 4 outcomes per unit of learning. This ensures learning remains focused on a small number of key concepts. Select outcomes from within and across strands and combine with skill outcomes to form a focus for a unit.
- Integrate teaching strategies into a unit or program to explore key concepts and apply their knowledge, understanding and skills. Allow for integration of concepts to ensure relevance to student lives.
- Consider the best sequence for exploring the content. It does not need to be in the order written in the syllabus.
- Identify the specific evidence of learning to be observed through the teaching, learning and assessment activities. This evidence will enable judgements to be made on achievement in relation to the outcomes and identified content.
- Use student-centred teaching, learning and assessment activities. Assessment for learning activities should occur as part of the teaching-learning process to inform both learner and teacher of learning progress and effectiveness of teaching practice.
- Plan for and provide feedback to progress student learning.
- Evaluate the degree to which students have progressed as a result of the experiences and what should be done next to assist them in their learning.
- Evaluate programs by asking, have the learning experiences provided in the unit allowed students to learn what the syllabus expected and demonstrate how well they can apply this learning? Maximise student success by clearly identifying the learning intentions and purpose of learning or assessments. Inform students of the criteria that will be used to assess their learning. They should be clear about the meaning of the language used, and the subject-specific terminology. They also need to be clear about any sources or stimulus materials that are appropriate to the activity.
- Provide students with models of quality responses and templates, or procedures to help them demonstrate the extent of their knowledge, understanding and skills.
- Use a combination of assessment for learning, assessment as learning and assessment of learning strategies to make judgements about student learning and inform practice.
Access the NSW Education Standards Authority (NESA) advice on programming and assessment for more information and samples.
Sample units, assessments and teaching and learning activities
Stage 4 and 5 resources can be adapted by teachers to suit the individual needs of their students. Use the sample units, assessments and teaching and learning activities in our catalogue to plan and deliver PDHPE. They are suitable for the PDHPE K-10 syllabus (2018)
Moving through food (DOCX 290 KB) is a Stage 4 sequence focused on food and nutrition. Students will critically inquire into healthy food choices by participating in a number of kinaesthetic learning activities. Students will make connections between body movements (learn through doing) and the concept of healthy eating to improve their ability to retain, understand and recall information.
Understanding cultural difference: Aboriginal cultures and their games (DOCX 65 KB) is a Stage 4 integrated unit focusing on developing an understanding and appreciation of Aboriginal cultures through participating in traditional Aboriginal games. Students explore differences in family structure and the nature of relationships. They will regularly reflect on their own family structure and relationships to identify similarities and differences and appreciate what each culture may offer.
Your body is a wonderland (DOCX 76 KB) is a Stage 4 integrated unit that encourages students to focus on how the body functions. This includes the impact of hormones on the body, the brain, and the body’s response to hormones in relation to mental health, food and nutrition, and physical activity. The unit aims to empower students to recognise that hormones impact a person’s thoughts, feelings, and actions. Students will challenge messages about identity, physical appearance, and body image and recognise the positive outcomes when their body functions at its full potential. This unit and the related teacher resource booklet (DOCX 71 KB) was developed by PDHPE staff at Woonona HS.
Stronger together (DOCX 59 KB) is a Stage 4 integrated unit with a sample assessment task (DOCX 45 KB) and some assossiated sample resources (DOCX 49 KB) . It focuses on developing knowledge and understanding of diversity and inclusion for individuals and the community. Students will develop skills and strategies to support inclusivity as an individual and also within the school and wider community. They will apply these skills in a number of settings and develop empathy for marginalised groups in the community and hopefully use advocacy skills to improve the wellbeing of these individuals. The practical component utilises the concept of T.E.D Games - that is Traditional, Emerging, and Disability Games. This unit was developed by PDHPE staff at Macarthur Girls HS.
Dance (DOCX 164 KB) develops specialised movement skills through learning a dance sequence taught by the Muggera Dance Crew. They will manipulate the elements of dance to compose and enhance sequences for group performance.
Getting to know games (DOCX 67 KB) is a Stage 4 unit that allows students to learn and refine fundamental movement skills in a range of game contexts. Students will participate in a variety of movement activities to demonstrate and enhance body control, body awareness, object manipulation, anticipation, and timing. Students will participate in competitive and non-competitive, individual and team physical activities and evaluate the degree to which they meet their needs and interests. After lessons students will be involved in the discussion of the performance of the skills and activities. The focus of discussion will be the interchangeability of skills across a range of contexts and the importance of practice.
Net and court games (DOCX 68 KB) is a practical unit designed for stage 4. Students develop and refine movement skills and strategies to net/court games. Examples include volleyball, Newcombe ball, European handball, paddle tennis, and table tennis. Emphasis is placed on the opportunity skill development provides for enhancing participation in lifelong physical activity. The focus of discussion will be the interchangeability of skills across a range of contexts and the importance of practice.
Pass it on – invasion games (DOCX 54 KB) is a Stage 4 unit that allows students to develop offensive and defensive skills in a range of games through modified and traditional participation. Examples include touch, flag football, Oztag, soccer, hockey, basketball, ultimate frisbee and sofcrosse. Focus is on students being exposed to effective recognised strategies as well as developing their own tactics.
Moving in time (DOCX 50 KB) is a Stage 4 unit that allows students to develop skills through participation in a range of rhythmic and expressive activities. Students use the elements of composition to create and perform compositions and sequences and identify the relevant components of fitness.
On target (DOCX 80 KB) is a Stage 4 unit that allows students to demonstrate movement skills through a range of experiences including skill development, tactical play, minor games and major games. Students develop and refine movements and strategies relating to target games.
Skills and strategies for striking/fielding games (DOCX 664 KB) is a practical unit of work focused on developing the skills and strategies required for striking and fielding games. Developed to support the PDHPE K-10 syllabus for years 7 or 8.
The following Stage 4 learning sequences are available in our PDHPE statewide staffroom.
Stronger together – promoting inclusion. A learning sequence aimed at developing knowledge and understanding of diversity and inclusion for individuals and the community. Students will develop skills and strategies to support inclusivity as an individual and also within the school and wider community.
Design a modified physical activity. Individually or in groups, students design a modified physical activity to promote safe participation in practical situations.
Are you really what you eat? This learning sequence is designed to develop critical thinking skills concerning health consumerism and health literacy. Students will analyse and plan for healthy eating habits and recognise their contribution to a positive sense of self and holistic wellbeing.
Connect me, include me, empower me. How do I stay connected? In this sequence, students explore why connection, inclusion and empowerment are important for the health, safety, wellbeing and physical activity levels of the wider community.
Time for a health check. A learning sequence to examine the impact of hormones on the body, brain and mental health. The sequence aims to empower students to recognise influences on a person’s thoughts, feelings and actions.
Who do I believe? A learning sequence aimed at exploring the influence of social media on students’ views of social norms. Developing health literacy is the focus of this unit. Students will be encouraged to interrogate and assess information and services designed for young people to identify reliable sources of information and help for a variety of current and future challenges.
Nutrition problem solver. In this activity, students will work as a group to solve a nutrition related problem. They will create a campaign and marketing strategy to address a food and nutrition related issues facing experienced by young people. This will assist students to develop and refine their health literacy skills.
How can I be active and how much physical activity is enough? (Active lifestyles) A learning sequence where students plan changes to their lifestyle to improve their body functions and achieve positive outcomes for themselves and others.
Overarm throw Stage 4 peer assessment (DOCX 568 KB) is a peer assessment task for Stage 4 focused on a student's ability to demonstrate competence in the overarm throw and the ability to make decisions in relation to using the overarm throw in game situations.
Solving a tactical problem – invasion games Stage 4 assessment task (DOCX 62 KB) is a Stage 4 assessment task which encourages students to demonstrate their ability to solve a tactical problem such as maintaining possession of the ball in an invasion game situation.
Two handed strike peer and self assessment Stage 4 (DOCX 121 KB) is an assessment task for Stage 4 focused on a student's ability to demonstrate competence in the two handed strike and the ability to make decisions in relation to using the two handed strike in game situations.
Decision making in net/wall games Stage 4 assessment task (DOCX 49 KB) is an assessment task for Stage 4 focused on a student's ability to make decisions in net/wall and court game situations.
Game skill execution Stage 4 peer assessment task – Stage 4 (DOCX 48 KB) is designed to focus on a student's ability to efficiently execute selected skills in net/ wall and court games.
Using space in striking fielding games Stage 4 assessment task (DOCX 68 KB) encourages students to use a heat track to analyse a batting and/or fielding teams’ performance to gain an understanding of the strategies used to enhance performance in striking and fielding games.
Also available in our PDHPE statewide staffroom is the following task.
Stage 4 Movement sequence composition task. An assessment task designed to be completed in the classroom or at home. It encourages students to be creative as they solve movement challenges.
Be the food graph (DOCX 254 KB)
This activity uses kinaesthetic learning by providing a hands on experience and immersion in the learning experience for students. It is focused on students feeling and experiencing what they are trying to learn. This activity supports students to interpret graphs
Be the healthy food plate (DOCX 1.1 MB)
This could be used as a formative assessment strategy to allow students to demonstrate their knowledge of the different food groups, recommended servings per day, essential nutrients and their role as well as some prior knowledge surrounding the Australian dietary guidelines for young people.
Being an upstander to bullying: support for everyone (DOCX 123 KB)
This Stage 4 learning activity aims to build on student’s knowledge and understanding of upstander behaviour so they can identify attitudes, behaviours or actions which promote inclusiveness and connectedness such as providing and seeking support for themselves and others.
In this Stage 4 learning activity, students will build on their knowledge and understanding of the Stairs to inclusivity to identify attitudes, behaviours or actions which promote inclusiveness and encourage others to move beyond tolerance and acceptance.
Stairs to inclusivity (DOCX 388 KB)
In this Stage 4 learning activity, students explore positive actions that can promote inclusivity, and encourage individuals to move beyond the notion of tolerance and acceptance by recognising behaviours that are inclusive.
Developing relationship skills (DOCX 53 KB)
Through this Stage 4 activity, students extend their understanding of the influence of people and places on identity and practise skills to establish and manage relationships.
Speed dating STIs (DOCX 49 KB)
This Stage 4 activity is based on the concept of “speed dating”. Students research STIs and BBVs, and share what they know with others.
Taking the SOLE out of stereotypes (DOCX 51 KB)
This Stage 4 learning activity includes a critical inquiry approach to PDHPE. The SOLE activity allows students to explore real life problems as they look to question stereotypes and how this impacts their personal identities. Students also take on the role of researchers, as they break down questions and investigate how to respond to a complex question.
True stories (DOCX 55 KB)
This Stage 4 activity uses personal stories of young people who have been infected with a sexually transmissible infection and/or a blood borne virus. Students analyse the implications of contracting a STI/ BBV on a young person’s life and propose ways to raise awareness about safe practices.
Cooperative learning (DOCX 48 KB)
This Stage 4 learning activity uses movement experiences to develop communication, problem-solving and conflict resolution skills in a variety of situations.
Numbers (DOCX 51 KB)
This Stage 4 activity explores grouping and inclusion through movement.
Positive connections (DOCX 63 KB)
Through this Stage 4 activity, students extend their understanding of resilience and how it affects our thoughts, feelings and actions.
Moving oceans (DOCX 121 KB)
This learning sequence explores the Moving Oceans project as a model for students to create their own project designed for their local community. It is not necessary to live in a coastal geographic location for this learning sequence to be implemented into classroom contexts.
Exercise your mood. An integrated unit that allows students to consider current and future challenges faced by young people and examine a range of strengths and skills that will support them to manage and respond positively to these challenges.
The following Stage 5 learning sequences are available in our PDHPE statewide staffroom.
Mental fitness. A learning sequence to recognise the importance of sleep and physical activity for positive wellbeing. Students will reflect on their own habits and plan for modifications to improve sleep patterns. They will participate in a mindfulness session and reflect on their own response to mindfulness.
Acknowledging achievements and success. A learning sequence designed to recognise the characteristics of resilience and reflect on these characteristics in relation to their own resilience. Students will assess their personal strengths and skills to achieve a positive outcome in a range of changing situations.
Mythbusters. A learning sequence designed to allow students to examine and critique health information across various learning contexts.
Decoding male body image. In this learning sequence, students will investigate the media messages which influence perceptions and images using male body image as the focus.
Navigating safely through risky business. In this learning sequence students will develop an understanding of the skills, strengths and knowledge required to assist in responding to challenging situations in relation to alcohol and drug use.
Design physical activity options. In this learning sequence students will create physical activity options for themselves and others. They will consider their own needs and the needs of young people and design a circuit with minimal equipment to be completed in their own home or out.
I am confident to move. This learning sequence supports students to reflect on the exercise opportunities available to them in their current environment.
Ready for work. In this learning sequence students will learn how to apply their strengths and understanding of the features of a quality resume to create and use a personalised resume.
Media literacy. In this activity students will work to develop their own critical inquiry skills and refine their strengths assisting them to become media literate.
Physical Literacy continuum lessons
A collection of lessons designed that advocate the NSW Physical Literacy continuum in physical education.
- Movement competencies Physical Activity Treasure Hunt (3 hours)
- Tactical movement Physical Activity Treasure Hunt (3 hours)
- Motivation and behavioural skills Physical Activity Treasure Hunt (3 hours)
- Personal and social attributes Physical Activity Treasure Hunt (3 hours)
Design a modified activity Stage 5 assessment task (DOCX 48 KB) allows students to design a modified physical activity to improve performance and promote safe participation in practical situations. Students teach the rest of the class in pairs and participate in the modified game.
Ballroom blitz Stage 5 assessment task (DOCX 48 KB) encourages students to choreograph and perform one of the dance styles with a partner. This assessment was originally developed by the PDHPE faculty at Cheltenham Girls High School, as part of a year 9 dance unit.
Game performance Stage 5 assessment task (DOCX 50 KB) is a peer assessment task for Stage 5 focused on a student's ability to demonstrate effective performance in invasion games.
This Stage 5 learning activity uses the skill development model to build opportunities for students to identify, practice and evaluate skills to reduce harms associated with drug use, sexual behaviour and travel to and from parties.
This Stage 5 learning activity aims to develop student understanding and skills to recognise the positive impact to individuals and communities when people chose not to take drugs.
This Stage 5 learning activity aims to develop student understanding and skills to reflect on emotional responses to a variety of situations and demonstrate protective skills and strategies to promote health, safety and wellbeing and manage complex drug and alcohol related situations.