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.

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.

PDHPE scope and sequencing 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.

When designing a scope and sequence, the following should be considered.

  1. Syllabus requirements

    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.

  2. Student needs and school context

    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?
  1. Effective learning, teaching and assessment

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 material 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.

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