PDHPE K–10 Syllabus (2018)

The Personal Development, Health and Physical Education (PDHPE) K–10 syllabus provides a strengths-based approach towards developing the knowledge, understanding and skills students need to enhance their own and others’ health, safety, wellbeing and participation in physical activity in varied and changing contexts. The syllabus provides opportunities for students to develop self-management, interpersonal and movement skills to help students become empowered, self-confident and socially responsible citizens.

The PDHPE Years 7–10 Syllabus includes Life Skills outcomes and content for students with disability.

The PDHPE K–10 Syllabus is organised into 3 content strands with a focus on 3 PDHPE skill domains.

All students should be provided with opportunities to develop their knowledge, understanding and skills across a range of health and physical education concepts and contexts by studying content in an integrated manner and through practical application. The 3 strands include:

Health, wellbeing and relationships

Students develop the knowledge, understanding and skills important for building respectful relationships, enhancing personal strengths and exploring personal identity to promote the health, safety and wellbeing of themselves and others.

They develop strategies to manage change, challenges, power, abuse, violence and learn how to protect themselves and others in a range of situations.

Movement skill and performance

Students focus on active participation in a broad range of movement contexts to develop movement skill and enhance performance. They develop confidence and competence to engage in physical activity. Students develop an understanding of movement concepts and the features of movement composition as they engage in a variety of planned and improvised movement experiences.

They create and compose movement to achieve specific purposes and performance goals. Through movement experiences students also develop self-management and interpersonal skills to support them to strive for enhanced performance and participation in a lifetime of physical activity.

Healthy, safe and active lifestyles

Students focus on the interrelationship between health and physical activity concepts. They develop the knowledge, understanding and skills to empower them to make healthy and safe choices and take action to promote the health, safety and wellbeing of their communities. They engage with a range of health issues and identify strategies to keep them healthy, safe and active.

Throughout the course, students develop, strengthen and refine key PDHPE skills that allow them to take action and advocate for the health, safety, wellbeing and participation in physical activity of themselves and others. This includes an emphasis on self-management, interpersonal and movement skills.

Board Developed Course

Course number(s):

• 2420 Personal Development, Health and Physical Education 200 hours
• 2421 Personal Development, Health and Physical Education 100 hours
• 2423 Personal Development, Health and Physical Education Life Skills

Exclusions: Students may not access both the Personal Development, Health and Physical Education Years 7–10 outcomes and content and the Personal Development, Health and Physical Education Life Skills outcomes and content.

PDHPE is a mandatory course that is studied in each of Years 7–10 with at least 300 hours to be completed by the end of Year 10. This is a requirement for eligibility for the award of the Record of School Achievement.

All 3 strands must be taught in each year from Kindergarten to Year 10, providing opportunities to develop the knowledge, understanding and skills in both health and physical education. Equal emphasis should be given across health and physical education concepts. Students should be provided with opportunities to develop PDHPE skills from each domain across each year of learning.

Developing movement skills and participating in physical activity are integral to the PDHPE K–10 Syllabus. Students should be provided with the opportunity to participate in physical activity on a weekly basis as a minimum part of the PDHPE syllabus. For some students with disability, teachers will need to consider relevant and appropriate adjustments to movement experiences.

Information about curriculum requirements for the RoSA are available on Assessment Certification Examination (ACE).

The Life Skills outcomes worksheet can be used to collect information on the outcomes that a student has achieved before recording them in Schools Online.

• PDHPE 7–10: Life Skills – Outcomes worksheet (DOCX 774.72KB)

Early Stage 1

• PDHPE K–10: Sample scope and sequence (Early Stage 1) (DOCX 18.75KB)

Stage 1

• PDHPE K–10: Sample scope and sequence (Stage 1) (DOCX 23.63KB)

Stage 2

• PDHPE K–10: Sample scope and sequence (Stage 2) (DOCX 20.52KB)

Stage 3

• PDHPE K–10: Sample scope and sequence (Stage 3) (DOCX 16.22KB)
• Integrated: Sample scope and sequence (Stage 3) – A (PDF 83.14KB)

Stage 4

• PDHPE K–10: Sample scope and sequence (Stage 4 integrated with Life Skills) (DOCX 21.39KB)
• Integrated: Sample scope and sequence (Stage 4 Life Skills) – A (DOCX 15.78KB)

Stage 5

• PDHPE K–10: Sample scope and sequence (Stage 5) (DOCX 24.32KB)

Stage 3

• PDHPE K–10: Sample unit (Stage 3) – Practise and perform (with adjustments) (DOCX 61.89KB)
• PDHPE K–10: Sample unit (Stage 3) – Practise and perform (student with disability case study)

Stage 4

• PDHPE K–10: Sample unit (Stage 4 Life Skills) – Developing boundaries (DOCX 185.93KB)
• Integrated: Sample unit (Stage 4 Life Skills) – My place in the community (DOCX 69.85KB)