The following questions have been adapted from the the K–6 PDHPE program evaluation tool.

Use them as a guide to evaluate the scope and sequence you created from the samples.

• Is PDHPE timetabled for 1.5–2.5 hours per each week to meet the NESA K-6 curriculum requirements?
• Are all outcomes addressed across each stage of learning? (listed in the syllabus on pages 14–19)
• Are all strands addressed in each year? (listed in the syllabus on pages 25–26)
• Is at least one skill from each skill domain addressed in each year? (listed in the syllabus on pages 27–30)
• Are child protection, road safety and drug education addressed in each stage of learning?
• Does the stage-based scope and sequence reflect the school context, available resources, school calendar and address contemporary health issues and contexts that are relevant to students needs and interests?
• Are there opportunities to contribute to 150 minutes of planned physical activity per week to meet the Department’s Sport and Physical Activity policy requirement?
• Does the stage-based scope and sequence incorporate a wide range of contexts for learning embedded throughout the PDHPE K–10 Syllabus? (listed in the syllabus on page 26)
• Is a spiral curriculum promoted where knowledge, understanding and skills are introduced, revisited and built on in each stage of learning?
• Are there various opportunities for the application of all three categories of movement skills across various physical activity contexts and situations across K–10 (listed in the syllabus on pages 29–30)?