Hugh Rothwell

Hi, I am Hugh Rothwell, Curriculum Support Advisor for PDHPE K–6, and I'm here with Cristy Budd from NESA to talk to you about the new PDHPE syllabus.

Cristy Budd

Hi, Hugh, thanks. It's great to be here with you today.

Hugh Rothwell

The evidence base for the PDHPE syllabus indicates that the development of essential movement skills during childhood lays the foundation for an active lifestyle during adolescence and into adult life. In this syllabus, fundamental movement skills are explicitly taught from Early Stage 1. Which fundamental movement skills are introduced in the early years?

Cristy Budd

The fundamental movement skill content has been developed in line with the research on children's motor development. We understand the instruction and practice is really important for students to develop these fundamental movement skills. And once those skills are developed, then they can transfer and apply these skills across games and sports. In Early Stage 1, the static balance, sprint run, vertical jump, catch, hop, side gallop, skip, throw, kick, and strike should be taught. The leap and dodge are a little more complex, and we follow the research to introduce them in stage one. These skills are then practiced and refined through the stages of learning as students participate in games and sport.

Hugh Rothwell

Thanks, Cristy. The inclusion of complementary content supports the explicit teaching of fundamental movement skills to enable some students with physical disability to develop these skills with a focus on ability. Can you please tell us how and when teachers should use complimentary content to support student learning in PDHPE?

Cristy Budd

Complimentary content for fundamental movement skills is in all stages of learning. This allows for all students to see themselves in the syllabus. This complimentary content flow chart demonstrates the decision making process. If adjustments do not provide access to the content for a particular fundamental movement skill, the complimentary content for that movement skill should be considered. A teacher may need to plan to use some or all of the complimentary content for a student.

Hugh Rothwell

Thanks for clarifying that. Respectful relationships and consent education have been strengthened in this syllabus. Can you please talk to us about this?

Cristy Budd

We can all acknowledge how important it's for our students to learn about respectful relationships and consent. Respectful relationships support effective communication and participation in society. In the 2018 K–10 syllabus, consent currently appears in examples in Early Stage 1 and Stage 1. In the new PDHPE syllabus, it is essential content in the respectful relationships and safety focus area, and it appears in all stages of learning. Content group headings cluster essential content, making it really clear for teachers in what students need to know, understand, and do when learning about respectful relationships and consent. Students in primary school learn about consent through gaining permission, body autonomy, personal boundaries, and protective behaviours. Sharing personal information online helps seeking and respecting others' responses and choices. Respectful relationships go hand in hand with self-management and interpersonal skills.

Hugh Rothwell

I can really see how this has been strengthened in the new syllabus. Self-management and interpersonal skills is now a focus area in this syllabus. Can you talk to us about this focus area?

Cristy Budd

Yeah, research suggests that the ability to self-regulate emotions and behaviours in different situations fosters independence, resilience, and success. Research also highlights the benefits to society when citizens are connected, contributing, responsible, and caring. Supporting the self-management of emotions can support students' social and emotional skills right into adulthood. Communicating respectfully and effectively supports the establishment and maintenance of respectful relationships, and supports confident navigation in offline and online environments. Strengthening leadership skills increases personal, social, and academic development, fostering meaningful contributions to the school and the wider community. Self-management and interpersonal skills are integral to a student's personal and social success, and can be taught in all learning areas. It is a dedicated focus area with essential content, so students learn strategies to self-regulate, communicate, and cooperate, enhancing relationships and contributing to wellbeing.

Hugh Rothwell

That certainly highlights the importance of self-management and interpersonal skills. Recent statistics indicate that primary age students are using digital devices and engaging in online platforms at an increasing rate. How does the syllabus develop students' digital capabilities while also develop their understanding of health, safety, and wellbeing in online environments?

Cristy Budd

Developing students' understanding of why it is important to balance screen time and follow agreed rules enhances their health and wellbeing. It is important for students to think critically when using technology and they're equipped to navigate the increasingly digital world. The dedicated content group from stage one teaches students about online safety and how responsible digital citizen behaviours can contribute to safety. Students are taught to apply problem solving strategies in online context, what to do if they encounter inappropriate material and how to report. Content in the syllabus support students getting outside and moving and provides opportunities for them to investigate active and sedentary lifestyles.

Hugh Rothwell

A new addition to the identity, health, and wellbeing focus area is teaching students how saving, goal setting, and financial decision making can influence their wellbeing. Can you please give us some more information about this inclusion?

Cristy Budd

This content has been included in PDHPE as it connects to both wellbeing and respectful relationships as managing finances and financial literacy builds responsibility and independence. This content lays the foundational understanding of financial literacy for students.

Hugh Rothwell

Thanks for providing that information today, Cristy.

Cristy Budd

You're welcome, Hugh.

Hugh Rothwell

If you haven't already, please head over to the NESA website to view the syllabus and the introductory video.

[End of transcript]

[Title: Personal Development, Health and Physical Education K–6 (2024). Small font text in the lower left-hand corner reads: Syllabus familiarisation video. At the top is Cindy Waldock alongside the red and white waratah of the NSW Government logo.]

Cindy Waldock

Welcome to the Personal Development, Health and Physical Education (PDHPE) K–6 – syllabus familiarisation video. My name is Cindy Waldock, and I'm a PDHPE K–6 Curriculum Advisor, along with my colleague, Hugh Rothwell.

We recognise the ongoing custodians of the lands and waterways where we work and live. We pay respect to Elders past and present as ongoing teachers of knowledge, songlines and stories. We strive to ensure every Aboriginal and Torres Strait Islander learner in New South Wales achieves their potential through education.

[Title: ‘Syllabus familiarisation video’.

Outcome

Teachers will gain a clear understanding of:

• the new syllabus
• its purpose
• key changes
• how to access ongoing support and resources to deepen their knowledge.]

The purpose of this video is to give you an overview of the PDHPE K–6 Syllabus, key features, highlight changes or new content, and provide guidance on available support. An optional teacher PowerPoint resource has been provided with this video to facilitate discussion on the PDHPE K–6 Syllabus.

The content of this video will include syllabus purpose, organisation of the syllabus, key inclusions, unpacking the teaching advice in PDHPE, and where to next. Purpose of the PDHPE K–6 syllabus.

[Title: ‘Purpose of the PDHPE K–6 Syllabus’.]

The aim of PDHPE K–6 is to empower students with the essential knowledge, understanding, skills, values and attitudes to promote wellbeing and lead a safe, active and healthy life.

[Title: Purpose of the PDHPE K–6 Syllabus.]

The PDHPE K–6 Syllabus equips students with knowledge and skills to positively influence their own and others' safety, health and wellbeing, participate in lifelong physical activity, critically respond to changing health contexts, build connection, identity, resilience and respectful relationships, take positive action in consent, safety and health in online and offline environments, enhance health literacy to evaluate health information, and promote and advocate for the health and wellbeing of themselves and others.

Organisation of the syllabus.

The PDHPE K–6 syllabus is organised into the elements of Personal Development and Health, PDH, and Physical Education, PE. These two elements connect to four focus areas, movement skill and physical activity, respect for relationships and safety, identity, health and wellbeing, and self-management and interpersonal skills. Students learn to apply knowledge, understanding and skills through interrelated practices across the four focus areas, schools can deliver the essential content in a manner reflective of their school context and ethos. For the needs of their students and within policy requirements, essential content ensures equity for all students. It provides students with shared knowledge and understanding from the curriculum.

Shared knowledge nurtures student belonging. Content is coherent, carefully sequenced and specific, ensuring a low-variance curriculum. The examples provide clarity to the essential content. The expectation is that the total time allocated to PDHPE is evenly distributed between PDH and PE. The sample units developed by the department will reflect the equal emphasis on PDH and PE.

[Title: ‘PDHPE K–6 outcomes’. The slide includes a table with 4 outcomes in Early Stage 1 and Stage 1, 5 outcomes in Stage 2, and 6 outcomes in Stage 3.]

Consistent with the aims of curriculum reform, there is a reduction in the number of outcomes in PDHPE K–6. The outcomes align with each of the 4 focus areas. In Early Stage 1 and Stage 1, there are 4 outcomes. In Stage 2, the Respectful relationships and safety focus area is expanded to 2 outcomes, giving a total of 5 outcomes. Stage 3 also has two Respectful relationships and safety outcomes. In addition, there is an explicit outcome for creating written texts, giving a total of 6 outcomes.

[Title: ‘Organisation of the content continued’. Blue box reads ‘Creating written texts supports learning’. Inside this box and in red text reads: ‘Creating written texts’ content in the syllabuses aligns with the corresponding stage expectations of the English K–10 Syllabus (2022).]

Creating written texts is a way of organising thoughts, explaining thinking and making connections within PDHPE. Research indicates that writing helps students to think, learn and reason. In Early Stage 1 and Stage 1, students focus on vocabulary and language to communicate. For example, in Early Stage 1, students identify and describe personal strengths and characteristics that shape identity and contribute to wellbeing using Tier 2 vocabulary.

Creating written texts in Stage 2 is embedded within PDHPE content. For example, students create written texts to promote the benefits of healthy habits, using rhetorical devices and supporting facts.

Creating written texts in Stage 3 is a focus area, content group, and is an assessable outcome. Through creating written texts, students are supported to demonstrate their understanding of health, safety and wellbeing. For example, students use normalizations and noun groups to convey health, safety and wellbeing concepts.

Key inclusions.

[Title ‘Teaching fundamental movement skills – how is it presented?’. On the left of the slide is a screenshot from the PDHPE K–6 Syllabus (2024) of Movement skill and physical activity from Early Stage 1.]

Fundamental movement skills are a specific set of gross motor skills that involve different body parts. Students are introduced to these skills as the building blocks for more complex skills that will support students to participate in a range of lifelong physical activities.

Fundamental movement skills are explicitly identified in the focus area ‘Movement, skill and physical activity’. Teaching fundamental movement skills explicitly and giving students multiple opportunities to practice builds competency and helps lay the foundations for more complex and specialised movements. It is important to model the value of movement and create opportunities for students to engage with physical activities that focus on leveraging students' strengths. There is an increase in the number of fundamental movement skills to be taught in Early Stage 1 and Stage 1.

In this example from Early Stage 1, the fundamental movement skills introduced are age and developmentally appropriate, and teaching is supported by specific examples. The learning sequence of fundamental movement skills increases in complexity throughout the stages of learning, where they are applied, refined and then combined into a sequence of movement skills. For example, dribbling a ball before passing to another player or shooting for goal. Tactics, such as offensive and defensive play, are developed in Stage 2. And in Stage 3, students develop skills to maintain possession or gain advantage in games and sport.

Fundamental movement skills are demonstrated through games, modified sports, traditional indigenous games and games from around the world. Also noteworthy is removing duplication of dance content, now represented in the Creative Arts K–6 Syllabus.

[Title: ‘What is complementary content?– When should it be used?’ Slide contains a screenshot from the PDHPE K–6 Syllabus (2024) for Movement skill and physical activity from Stage 1.]

All bodies are diverse and move in different ways. Some students with physical disability may do this through adjustments. Complimentary content appears in the focus area, movement, skill and physical activity. It has been provided to enable some students with physical disability to develop movement skills, focusing on ability. Teachers use the fundamental movement skills content in combination with complementary content to meet the needs of individual students. Teachers can access complimentary content if adjustments cannot be made for students.

Complimentary content can be flexibly implemented. Teachers can use one or many complimentary content points, depending on the student. Complimentary content increases in complexity throughout the stages.

[Title: Respectful relationships and safety – How is this addressed? Slide contains a screenshot from the PDHPE K–6 Syllabus (2024) of Respectful relationships and safety from Stage 1.]

Developing interpersonal skills for effective and respectful communication with friends, family, adults and the wider community are essential lifelong skills.

In the Respectful relationships and safety focus area, students develop knowledge and skills to identify unsafe situations and prioritise actions. They use and practice help-seeking strategies for online and offline environments, and describe ways Aboriginal and/or Torres Strait Islander peoples' connections to Country/Place and others enhances wellbeing. Age-appropriate consent education is embedded into the respectful relationships and safety focus area in all stages of learning.

In this Stage 1 content point, students demonstrate strategies to assertively gain, give or deny consent and respect responses. And the example is, gain consent before touching something that belongs to someone else. Sexual consent is addressed from Stage 4.

[Title: Building students’ capacity to be safe in online environments – How is this represented? Slide contains a screenshot from the PDHPE K–6 Syllabus (2024) of Respectful relationships and safety from Stage 2.]

It is essential for students to learn how respectful and responsible digital citizen behaviours can enhance their own and others' online safety. Knowing how to seek help for themselves and others and promote upstanding behaviour contributes to self-confidence and self-esteem.

Online safety is addressed in the Respectful relationships and safety focus area. In Early Stage 1 and Stage 1, students learn that all data, including personal information and images, can be accessed and used by others when shared online. They learn to seek help from trusted adults when feeling unsafe online. In Stage 2 and 3, students learn that gaining, giving or denying consent and respecting responses is required before sharing information online, they learn to describe and demonstrate ways to report negative online behaviour. A specific content group focusing on online safety is included from Stage 1 onwards.

[Title: ‘Identifying safety behaviours across different contexts. How is this addressed?’ Slide contains a screenshot from the PDHPE K–6 Syllabus (2024) for Respectful relationships and safety from Stage 2.]

It is important students navigate offline environments with knowledge about rights and responsibilities to keep themselves and others safe.

Learning safety behaviours and managing risks contributes to accident prevention and emergency preparedness, and are important skills for home and the community. The syllabus addresses safety in offline environments, including road safety, sun safety, fire safety, water safety and local environment safety. In the respectful relationships and safety focus area. Each context focuses on students developing knowledge and skills to protect themselves and others. For example, students may interact with road environments daily. It is important students are taught road safety behaviours with opportunities to practice safety behaviours and procedures as a passenger, on wheels, or as a pedestrian. Schools can adapt their focus on each context according to their students' needs and their local school setting.

[Title: Strengthening self-management and interpersonal skills – How is this developed?’. Slide contains a screenshot of PDHPE K–6 Syllabus (2024) for Self-management and interpersonal skills from Stage 3.]

Research suggests that the ability to self-regulate emotions and behaviours in different situations fosters independence, resilience and success in learning. School environments provide daily situations where students can develop their skills to win and lose graciously, accept results, persist with a challenging task, and consider feedback for improvement.

Self-management and interpersonal skills are represented as a focus area in each stage of learning. Self-management skills focuses on students identifying and managing emotions, demonstrating help-seeking and decision-making actions, goal setting and responding to feedback to improve skills.

Interpersonal skills focuses on students developing skills to interact positively with others, such as active listening, sharing, showing empathy and kindness, and negotiating. Self-management and interpersonal skills are best addressed and developed in the context of the other focus areas.

[Title: ‘Identity, health and wellbeing – What are the key inclusions in this focus area?’ Slide contains a screenshot from the PDHPE K–6 Syllabus (2024) for Identity, health and wellbeing from Stage 3.]

It is important students identify a range of ways they can develop healthy habits, as these routines can have lifelong implications on their health and wellbeing.

In the identity, health and wellbeing focus area, students learn specific skills to improve their health and wellbeing. In this example from Stage 3, the benefits of being outdoors to health and wellbeing are outlined through the examples, such as relaxation, vitamin D, benefits to vision and improving mood. Media literacy skills are developed from Stage 2 onwards. Financial wellbeing, such as the benefits of saving, goal setting and decision making to manage finances is taught from Stage 1 onwards.

Unpacking the teaching advice in PDHPE.

[Title: ‘How does the teaching advice support the implementation of quality PDHPE?’ Slide contains a screenshot from the PDHPE K–6 Syllabus (2024) for Movement skills and physical activity, Teaching advice from Stage 2.]

NESA has provided teaching advice for each focus area in each stage of learning. It supports the implementation of quality PDHPE. The teaching advice outlines why the content is important, and provides specific content group background information, strategies to use in supporting language and vocabulary development, Aboriginal and Torres Strait Islander Priorities, making connections through related content, and information about Access content points for Early Stage 1 content.

[Title: ‘Teaching advice examples – Stage 2 Movement skill and physical activity’ Slide contains 2 screenshots from the PDHPE K–6 Syllabus (2024) of the Teaching advice for Movement skills and physical activity.]

The next two slides will demonstrate how the teaching advice supports Stage 2, movement, skill and physical activity. The teaching advice outlines the positive effect of regular physical activity on students' brain function, physical and academic performance. Developing a range of transferable skills and knowledge of how to play games and modified sports with others can support lifelong engagement with team games and cultivate great enjoyment and enthusiasm for physical activity.

The teaching advice focuses on providing content group background information. For example, providing multiple opportunities for students to practice and apply fundamental movement skills in a range of physical activities.

[Title: ‘Teaching advice examples – Stage 2, language, vocabulary, priorities and making connections through content’. Slide contains a screenshots of Teaching advice for Movement skill and physical activity – ‘supporting language and vocabulary development’, ‘Aboriginal and Torres Strait Islander Priorities’ and ‘Making connections through related content’.]

In this example, the teaching advice outlines the importance of students using Tier 2 and Tier 3 vocabulary to communicate, as this supports teamwork. It provides strategies to support students who are learning English as an additional language or dialect (EALD), to develop their language and vocabulary skills in PDHPE.

[Title: ‘Teaching advice examples – Stage 2, language, vocabulary, priorities and making connections through content’. Slide contains

The teaching advice explains how Aboriginal and Torres Strait Islander content fosters the development of cooperative play and the importance of maintaining cultural knowledge through games and activities. The teaching advice identifies connections of content in Stage 2, movement, skill and physical activity, with related content in Creative Arts, and Science and Technology.

Where to next?

[Title: ‘Planning advice – Timelines and models of syllabus implementation’.]

NESA guidelines for the implementation of Primary K-6 syllabuses highlight that time should be taken over 2025 and 2026 to plan and prepare for the teaching of the syllabus content before teaching in 2027. Consideration of teaching four new syllabuses in 2027 needs to take place, and the department has developed models of syllabus implementation for the four KLA syllabuses.

[Models of curriculum implementation:

Model D – all at once. All CHPS syllabuses are implemented together across all stages:

• 2025 Years K–6 engage with all CHPS syllabuses.
• 2026 Years K–6 continue to engage with all CHPS syllabuses.
• 2027 Years K–6 enact all CHPS syllabuses.
• 2028 Years K–6 embed all CHPS syllabuses.

Model E – dual syllabuses. Whole-school. Two CHPS syllabuses are implemented together across all stages:

• 2025 Years K–6 engage with Creative Arts K–6 and HSIE K–6 syllabuses.
• 2026 Years K–6 enact Creative Arts K–6 and HSIE K–6 syllabuses. Years K–6 engage with PDHPE K–10 and Science and Technology K–6 syllabuses.
• 2027 Years K–6 embed Creative Arts K–6 and HSIE syllabuses Years K–6 enact PDHPE K–10 and Science and Technology K–6 syllabuses.
• 2028 Years K–6 embed PDHPE K–10 and Science and Technology K–6 syllabuses.]

When engaging with the PDHPE K–6 syllabus, you will need to consider your school context and how to best support your students and staff with the implementation of the new syllabus. This will include discussions of what school-wide resources are available, the expertise within your own school, as well as other school networks.

[Title: ‘PDHPE K–6 Syllabus implementation support’.]

Schools can look forward to a syllabus support package which includes microlearning modules, sample scope and sequences for each stage of learning, sample units, and student-facing slide decks.

The PDHPE K–6 implementation support package will be made available to schools via the curriculum webpage. All communication about the release of the support package will be made via the Primary curriculum statewide staffroom and Staff noticeboard. Support resources will be gradually released from 2025 through 2026 and 2027.

[Title: ‘Where to next? Further information and support’. On the right is a QR code to join the Primary Curriculum Statewide Staffroom PDHPE Channel to ask questions, receive advice and updates on the release of resources.]

Teachers should engage with the PDHPE K–6 syllabus to explore and understand the content, teaching advice and examples. A support resource accompanies this video to guide teachers through some of the key inclusions and their implications for schools. If you are not already a member of the Primary Curriculum Statewide Staffroom, scan the QR code to register. This provides teachers with access to the PDHPE and announcements channels for updates on the release of resources, advice and FAQs.

[Link of the QR code to statewide staffroom sign up form (staff only).]

More information is available via these links and webpages. These links will be provided in the support resource for this video.

[Title: Contact the PDHPE K–6 advisors. Slide contains the names and photos of Cindy Waldock and Hugh Rothwell. For further information and advice, contact pdhpek6@det.nsw.edu.au.]

The primary curriculum PDHPE team are here to help, contact us via this email or the chat function in the Primary Curriculum Statewide Staffroom PDHPE channel. Thank you for listening.

[End of transcript]

PDHPE K–6 sample units align with the department’s scope and sequence. The structure follows NESA’s sample whole school curriculum plan.

Term 1

This unit teaches students about personal strengths, respectful relationships, and essential safety skills. Students learn about hygiene practices and strengthen self-management and interpersonal skills by managing emotions, making decisions, seeking help, and responding respectfully in different situations. In PE, they develop and refine fundamental movement skills such as balancing, running, sprinting, and catching, while participating in games that build spatial awareness, encourage fairness, and promote safe use of equipment.

Unit 1 – PDHPE, Early Stage 1 (staff only) (DOCX 11.5 MB)

PDHPE K–6 sample units align with the department’s scope and sequence. The structure follows NESA’s sample whole school curriculum plan and is organised on an 8-term-per-stage basis.

Term 1

This unit teaches students to be safe road users, respond appropriately in emergencies and practise hygiene and self-care to support their health and wellbeing. They explore personal identity by describing physical and social changes. In PE, students develop balance, running and catching skills and apply them in games that enhance safety, enjoyment and fair play.

Unit 1 – PDHPE, Stage 1 (staff only) (DOCX 28.4 MB)

Term 5

This unit teaches students to explore respectful relationships, describe how they change, and learn how to stay safe as road users. They examine physical and social development, the benefits of healthy eating and drinking, and how bush foods can contribute to health and wellbeing. In PE, students develop and apply balance, running, sprinting, and catching skills in games that encourage safety, inclusion, and enjoyment.

Unit 5 – PDHPE, Stage 1 (staff only) (DOCX 9.3 MB)

PDHPE K–6 sample units align with the department’s scope and sequence. The structure follows NESA’s sample whole school curriculum plan and is organised on an 8-term-per-stage basis.

Term 1

This unit teaches students about safety strategies at home, school, and in the community, including road safety behaviours. They create written texts to promote safety and explore the physical, social, and emotional changes of growing up, identifying trusted adults and reliable sources for support. In PE, students learn skills and strategies in different types of games and how to be inclusive in physical activity to cater for the different ways people move.

Unit 1 – PDHPE, Stage 2 (staff only) (DOCX 18.6 MB)

Term 5

This unit teaches students how stereotypes shape attitudes and how connections with family, community, and Aboriginal and/or Torres Strait Islander cultures support relationships and wellbeing. Students learn and apply road safety strategies. They explore physical, social, and emotional changes, and recognise personal strengths that help them overcome challenges. In both PDH and PE, they practise goal setting, respectful interpersonal skills, and teamwork to enhance positive interactions, inclusion, and cooperation.

Unit 5 – PDHPE, Stage 2 (staff only) (DOCX 30.5 MB)

PDHPE K–6 sample units align with the department’s scope and sequence. The structure follows NESA’s sample whole school curriculum plan and is organised on an 8-term-per-stage basis.

Term 1

This unit teaches students how to manage life and physical changes, and practice safe behaviours in various settings, including road safety, personal hygiene, self-care and decision-making. They refine movement skills across diverse sports, including Aboriginal and/or Torres Strait Islander games. Students apply interpersonal skills, evaluate goal-setting strategies, and demonstrate their understanding of health and wellbeing through written texts.

Unit 1 – PDHPE, Stage 3 (staff only) (DOCX 7.2 MB)

Term 5

This unit teaches students to explore how relationships, identity, and wellbeing are shaped by personal strengths, cultural influences, and respectful behaviours. They investigate stereotypes, practise communication and decision-making skills, and apply road safety strategies to real-life scenarios. In PE, students refine movement skills, take on team roles, and apply inclusive practices in games and sports, including those from Aboriginal and/or Torres Strait Islander cultures.

Unit 5 – PDHPE, Stage 3 (staff only) (DOCX 7.8 MB)