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 are 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 are 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)