The Health and Movement Science 11–12 syllabus includes:

• increased opportunities for students to explore areas of interest in greater depth and apply health and movement concepts to various issues, groups and contexts, including local contexts
• a focus on application of collaboration, analysis, communication, creative thinking, problem-solving and research skills to explore the content
• contemporary and relevant content across health and movement concepts
• a greater focus on the health of young people and Aboriginal and Torres Strait Islander Peoples
• the study of a minimum of two depth studies plus completion of a Collaborative Investigation in Year 11, which is to be formally assessed
• the study of a minimum of two depth studies in Year 12. One depth study is to be assessed.

Overview image is from the Health and Movement Science 11–12 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, (2023)

Prior to implementing the Health and Movement Science 11–12 syllabus, leaders will need to consider the following:

• resource and budget implications, including:
  
  • equipment, facilities and resources for practical application and excursions
    
  • time for staff to engage with syllabus features, content and expectations
  • professional learning to build staff capacity around new syllabus features and content, particularly collaborative investigations, depth studies and research skills.
• complexities for staff working with multiple PDHPE syllabuses being released and implemented at different stages
• familiarisation with the digital curriculum platform to ensure the syllabus is programmed, taught and assessed as required
• awareness of the Controversial Issues in Schools policy and procedures, which is essential in teaching various aspects of Health and Movement Science 11–12.

The five evidence based propositions that underpin the PDHPE K–10 course also underpin this syllabus, to ensure it remains contemporary and future-focused. The Health and Movement Science 11–12 (2023) Syllabus is based on evidence summarised in the bibliography published by NESA.

• How will the new syllabus affect classroom practice? What is in place to support and evaluate this practice?
• Do staff have the skills and understanding to collaboratively undertake syllabus implementation? What explicit systems are in place to foster collaboration?
• What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?
• What school practices and systems are in place to support teacher professional learning? How are these evaluated to maximise support for teachers?
• How has the school engaged with departmental resources and support for curriculum implementation, for example, Curriculum Reform Communities, curriculum resources, professional learning, and DEL network initiatives?
• What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?

• NESA Teaching and learning support: Health and Movement Science 11–12
• Health and Movement Science 11–12 syllabus
• Planning, programming and assessing PDHPE 11–12
• Health and Movement Science Life Skills 11–12 (2023) syllabus