PDHPE in Kindergarten to Year 10

Board Developed Course

Course numbers:

• 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.

Course description (Years 7–10)

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.

What students learn

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

Course requirements

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 three 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.

Record of School Achievement

The mandatory curriculum requirement for eligibility for the award of the Record of School Achievement (RoSA) is that students study the Board developed PDHPE syllabus for 300 hours in Years 7–10.

Satisfactory completion of the mandatory PDHPE course will be recorded with a grade. Students undertaking the PDHPE Years 7–10 course based on Life Skills outcomes and content are not allocated a grade.

Content Endorsed Course

Course numbers:

• 38103 Child Studies 200 hours
• 38104 Child Studies 100 hours
• 38107 Child Studies Life Skills 200 hours
• 38106 Child Studies Life Skills 100 hours

Exclusions: Students may not access both the Child Studies outcomes and content and the Child Studies Life Skills outcomes and content.

Course description

Child Studies aims to develop in students the knowledge, understanding and skills to positively influence the wellbeing and development of children in the critical early years in a range of settings and contexts.

The Child Studies CEC Years 7–10 course includes Life Skills outcomes and content for students with disability.

What students learn

The syllabus includes a range of modules that provide flexibility for schools to design and deliver a course in Child Studies that meets the needs and interests of their students. Modules should be between 15 and 30 hours' duration. The syllabus modules are:

• Preparing for parenthood
• Conception to birth
• Family interactions
• Newborn care
• Growth and development
• Play and the developing child
• Health and safety in childhood
• Food and nutrition in childhood
• Children and culture
• Media and technology in childhood
• Aboriginal cultures and childhood
• The diverse needs of children
• Childcare services and career opportunities

Throughout the course, students will develop skills that enhance their ability to:

• support a child’s development from pre-conception through to and including the early years
• positively influence the growth, development and wellbeing of children
• consider the external factors that support the growth, development and wellbeing of children
• research, communicate and evaluate issues related to child development.

Course requirements

Students may undertake either 100 or 200 hours of study in Child Studies in Stage 4 and/or Stage 5. The outcomes and content have been designed at a Stage 5 level.

100-hour course

A 100-hour course should be structured in the following way:

• A minimum of THREE modules, with each module being between 15 and 30 hours’ duration.
• Schools can include ONE school-developed module to address an area not covered in the Board developed Child Studies modules.
• It is not necessary to cover all content in selected modules.

200-hour course

A 200-hour course should be structured in the following way:

• A minimum of SIX modules, with each module being between 15 and 30 hours’ duration.
• Schools can include TWO school-developed modules to address an area not covered in the Board developed Child Studies modules.
• It is not necessary to cover all content in selected modules.

Record of School Achievement

Satisfactory completion of 100 or 200 hours of study in Child Studies CEC Years 7–10 during Stage 5 (Years 9 and 10) will be recorded with a grade on the student’s Record of School Achievement (RoSA).

Students undertaking the Child Studies course based on Life Skills outcomes and content are not allocated a grade.