These sample scope and sequences incorporate advice from NSW Education Standards Authority and include the following elements:

• Title of each unit.
• Sequence of each unit for the year/stage.
• Duration of each unit.
• Syllabus outcomes included in each unit (these are commonly represented by outcomes codes).
• Opportunities to address (content relating to department policies).

Schools require flexible options to support them in meeting the needs of their students and context. As a result, we have created a range of approaches building upon mandatory requirements and providing additional syllabus information.

All scope and sequence documents have been mapped to meet syllabus outcomes. You can clearly identify which outcomes have been covered in units of work. Use blank outcome mapping grids in the development of scope and sequences to ensure coverage of outcomes throughout the cycle of learning.

Reading the scope and sequence

Term – this sample scope and sequence includes units of work that are one school term in duration. Schools have the flexibility to deliver units of learning that vary in duration, sequence and include necessary adjustments that best meet the needs of their students.

Outcomes – all syllabus outcomes need to be taught, assessed and reported to parents in every stage of learning. It is recommended that all outcomes are addressed several times throughout a stage of learning. This ensures students have the opportunity to learn, develop and apply the knowledge, understanding and skills across multiple contexts for learning.

Learning overview – this column provides a description of the learning that has been designed to meet the needs of a particular cohort of students. This may need to be modified to suit your school context. This sample scope and sequence has been designed using the learning framework and processes applied in the 'Unpacking the PDHPE K-10 syllabus' face-to-face workshop and online course. Part of this process includes gathering relevant national, state and local evidence of student behaviour, needs and interests to form a 'big idea'.

The big idea:

• is the over-arching concept that is being addressed or challenged throughout the unit of learning
• considers all evidence gathered and how this can translate into a unit of learning that authentically meets the needs of students in a particular school and community context
• guides the selection of syllabus outcomes, key inquiry questions and content
• is also translated into an 'essential question'.

The essential question:

• has been used as the unit title in these samples
• is broad to be inclusive of all students
• guides both teaching and learning throughout the unit
• incorporates student-friendly language
• should apply a strengths-based approach.

Opportunities to address – supports schools to meet their legislative requirements by identifying opportunities to address department policies directly related to PDHPE. The unit of learning may not be exclusive to the content that addresses the identified policies and may include syllabus content from other contexts for learning.

This approach is stage-based and embeds syllabus content that addresses PDHPE-related policies across multiple units of learning. These policies relate to child protection education, road safety education, drug education and physical activity.

Features

• stage of learning
• term (duration)
• odd and even years
• syllabus outcomes
• unit description
• key inquiry questions
• opportunities to address department policies related to PDHPE

This approach is stage-based and includes specific units of learning to address child protection education. Syllabus content addressing other PDHPE-related policies is embedded throughout multiple units of learning.

Early Stage 1 (ES1) has an ‘Option A’ and ‘Option B’. These options were developed to provide flexibility in making this scope and sequence suitable for a stage-based and/or a multi-stage context. Option A aligns to the ‘Odd’ years for Stages 1-3 while Option B aligns to the ‘Even’ years for Stages 1-3. Schools may choose the option that best suits their context.

Features

• stage of learning
  

• term and duration
  

• odd and even years
  

• syllabus outcomes
  

• unit title
  

• unit description
  

• key inquiry questions
  

• opportunities to address department policies related to PDHPE
  

Features

• term (duration)
• odd and even years
• year level
• syllabus outcomes
• unit description
• key inquiry questions
• opportunities to address department policies directly related to PDHPE

Features

• stage of learning
• term (duration)
• odd and even years
• syllabus outcomes
• unit description
• key inquiry questions
• opportunities to address department policies directly related to PDHPE

Whole school sample PDHPE term-based, odd/even years scope and sequence templates are most suitable for small schools with students from K-6 or multi-stage classes.

Features

• stage of learning
• term (duration)
• odd and even years
• syllabus outcomes
• unit description
• key inquiry questions
• opportunities to address department policies directly related to PDHPE

Sample PDHPE multi-stage scope and sequences are most suitable for small schools with students from K-6 or multi-stage classes.

The following questions have been adapted from the the K–6 PDHPE program evaluation tool.

Use them as a guide to evaluate the scope and sequence you created from the samples.

• Is PDHPE timetabled for 1.5–2.5 hours per each week to meet the NESA K-6 curriculum requirements?
• Are all outcomes addressed across each stage of learning? (listed in the syllabus on pages 14–19)
• Are all strands addressed in each year? (listed in the syllabus on pages 25–26)
• Is at least one skill from each skill domain addressed in each year? (listed in the syllabus on pages 27–30)
• Are child protection, road safety and drug education addressed in each stage of learning?
• Does the stage-based scope and sequence reflect the school context, available resources, school calendar and address contemporary health issues and contexts that are relevant to students needs and interests?
• Are there opportunities to contribute to 150 minutes of planned physical activity per week to meet the Department’s Sport and Physical Activity policy requirement?
• Does the stage-based scope and sequence incorporate a wide range of contexts for learning embedded throughout the PDHPE K–10 Syllabus? (listed in the syllabus on page 26)
• Is a spiral curriculum promoted where knowledge, understanding and skills are introduced, revisited and built on in each stage of learning?
• Are there various opportunities for the application of all three categories of movement skills across various physical activity contexts and situations across K–10 (listed in the syllabus on pages 29–30)?