Hugh Rothwell

Hi, I am Hugh Rothwell, Curriculum Support Advisor for PDHPE K–6, and I'm here with Cristy Budd from NESA to talk to you about the new PDHPE syllabus.

Cristy Budd

Hi, Hugh, thanks. It's great to be here with you today.

Hugh Rothwell

The evidence base for the PDHPE syllabus indicates that the development of essential movement skills during childhood lays the foundation for an active lifestyle during adolescence and into adult life. In this syllabus, fundamental movement skills are explicitly taught from Early Stage 1. Which fundamental movement skills are introduced in the early years?

Cristy Budd

The fundamental movement skill content has been developed in line with the research on children's motor development. We understand the instruction and practice is really important for students to develop these fundamental movement skills. And once those skills are developed, then they can transfer and apply these skills across games and sports. In Early Stage 1, the static balance, sprint run, vertical jump, catch, hop, side gallop, skip, throw, kick, and strike should be taught. The leap and dodge are a little more complex, and we follow the research to introduce them in stage one. These skills are then practiced and refined through the stages of learning as students participate in games and sport.

Hugh Rothwell

Thanks, Cristy. The inclusion of complementary content supports the explicit teaching of fundamental movement skills to enable some students with physical disability to develop these skills with a focus on ability. Can you please tell us how and when teachers should use complimentary content to support student learning in PDHPE?

Cristy Budd

Complimentary content for fundamental movement skills is in all stages of learning. This allows for all students to see themselves in the syllabus. This complimentary content flow chart demonstrates the decision making process. If adjustments do not provide access to the content for a particular fundamental movement skill, the complimentary content for that movement skill should be considered. A teacher may need to plan to use some or all of the complimentary content for a student.

Hugh Rothwell

Thanks for clarifying that. Respectful relationships and consent education have been strengthened in this syllabus. Can you please talk to us about this?

Cristy Budd

We can all acknowledge how important it's for our students to learn about respectful relationships and consent. Respectful relationships support effective communication and participation in society. In the 2018 K–10 syllabus, consent currently appears in examples in Early Stage 1 and Stage 1. In the new PDHPE syllabus, it is essential content in the respectful relationships and safety focus area, and it appears in all stages of learning. Content group headings cluster essential content, making it really clear for teachers in what students need to know, understand, and do when learning about respectful relationships and consent. Students in primary school learn about consent through gaining permission, body autonomy, personal boundaries, and protective behaviours. Sharing personal information online helps seeking and respecting others' responses and choices. Respectful relationships go hand in hand with self-management and interpersonal skills.

Hugh Rothwell

I can really see how this has been strengthened in the new syllabus. Self-management and interpersonal skills is now a focus area in this syllabus. Can you talk to us about this focus area?

Cristy Budd

Yeah, research suggests that the ability to self-regulate emotions and behaviours in different situations fosters independence, resilience, and success. Research also highlights the benefits to society when citizens are connected, contributing, responsible, and caring. Supporting the self-management of emotions can support students' social and emotional skills right into adulthood. Communicating respectfully and effectively supports the establishment and maintenance of respectful relationships, and supports confident navigation in offline and online environments. Strengthening leadership skills increases personal, social, and academic development, fostering meaningful contributions to the school and the wider community. Self-management and interpersonal skills are integral to a student's personal and social success, and can be taught in all learning areas. It is a dedicated focus area with essential content, so students learn strategies to self-regulate, communicate, and cooperate, enhancing relationships and contributing to wellbeing.

Hugh Rothwell

That certainly highlights the importance of self-management and interpersonal skills. Recent statistics indicate that primary age students are using digital devices and engaging in online platforms at an increasing rate. How does the syllabus develop students' digital capabilities while also develop their understanding of health, safety, and wellbeing in online environments?

Cristy Budd

Developing students' understanding of why it is important to balance screen time and follow agreed rules enhances their health and wellbeing. It is important for students to think critically when using technology and they're equipped to navigate the increasingly digital world. The dedicated content group from stage one teaches students about online safety and how responsible digital citizen behaviours can contribute to safety. Students are taught to apply problem solving strategies in online context, what to do if they encounter inappropriate material and how to report. Content in the syllabus support students getting outside and moving and provides opportunities for them to investigate active and sedentary lifestyles.

Hugh Rothwell

A new addition to the identity, health, and wellbeing focus area is teaching students how saving, goal setting, and financial decision making can influence their wellbeing. Can you please give us some more information about this inclusion?

Cristy Budd

This content has been included in PDHPE as it connects to both wellbeing and respectful relationships as managing finances and financial literacy builds responsibility and independence. This content lays the foundational understanding of financial literacy for students.

Hugh Rothwell

Thanks for providing that information today, Cristy.

Cristy Budd

You're welcome, Hugh.

Hugh Rothwell

If you haven't already, please head over to the NESA website to view the syllabus and the introductory video.

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