PDHPE is mandatory for all students from Year 7 to Year 10.
Through the study of Personal Development, Health and Physical Education courses, students develop the knowledge, understanding, skills and attitudes needed to take action to protect and enhance their own and others’ health, safety and wellbeing in varied and changing contexts. Physical education is fundamental to the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively.
PDHPE (Personal Development, Health and Physical Education)
The Personal Development, Health and Physical Education (PDHPE) 7–10 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.
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 9–10 course includes Life Skills outcomes and content for students with disability.
PASS (Physical Activity and Sport Studies)
Physical Activity and Sports Studies aims to enhance students’ capacity to participate effectively in physical activity and sport, leading to improved quality of life for themselves and others.
Students engage in a wide range of physical activities in order to develop key understandings about how and why we move and how to enhance quality and enjoyment of movement.
The Physical Activity and Sports Studies CEC Years 9–10 course includes Life Skills outcomes and content for students with disability.
Dance provides students with opportunities to experience and enjoy dance as an artform as they perform, compose and appreciate dance. In an integrated study of the practices of performance, composition and appreciation, students develop both physical skill and aesthetic, artistic and cultural understandings. The course enables students to express ideas creatively and to communicate physically, verbally and in written forms as they make, perform and analyse dances and dance forms.
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 7 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 7–10 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.
Child Studies – Students may undertake either 100 or 200 hours of study in Child Studies in Stage 5. The outcomes and content have been designed at a Stage 5 level.
PASS - Students may undertake either 100 hours or 200 hours of study in Physical Activity and Sports Studies in Stage 5. The outcomes and content have been designed at a Stage 5 level.
Dance - Students may undertake either 100 or 200 hours of study in Dance in Stage 5.
Years 11 and 12
This course provides students with the opportunity to learn about the range of areas that underpin health and physical activity.
With a focus on health of individuals and community as well as the factors that influence movement skills and physical activity levels, students develop their critical thinking skills and develop a deep understanding of the factors that impact on health, sport and physical activity in Australia.
Students can select from a range of board developed courses, including:
Community and Family Studies
Community and Family Studies Stage 6 syllabus is designed to develop in each student an understanding of the diverse nature and interdependence of families and communities within Australian society. The course enables students to plan and manage resources effectively in order to address contemporary issues facing families and communities.
PDHPE (Personal Development, Health and Physical Education)
The Preliminary course examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a range of practical options in areas such as first aid, outdoor recreation, composing and performing, and fitness choices.
In the HSC course, students focus on major issues related to Australia's health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in Australian society.
EEC (Exploring Early Childhood)
Our society is increasingly recognising that children's experiences in the early childhood years form the foundation for future growth, development and learning.
This course explores issues within an early childhood context and considers these in relation to the students themselves, their family and the community.
SLR (Sport, Lifestyle and Recreation Studies)
Students learn about the importance of a healthy and active lifestyle and recognise the need to be responsible and informed decision-makers. This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential.
This course provides students with the opportunity to undertake a study of Dance as an art form. Students study three interrelated components; Performance, Composition and Appreciation and develop their understanding of dance practice in relation to a wider appreciation of dance artists and their work. Students undertake an in-depth study of dance in a major study of one of the three components.
Students undertake a study of Dance as an artform. While the course builds on the Stages 5 Dance courses, it also caters for students with less experience in Dance.
Year 11 - There is an equal emphasis on the components of Performance, Composition and Appreciation in the study of Dance. Students studying Dance bring with them a wide range of prior dance experience. Physical training and preparation of the body is fundamental and of paramount importance to the course and informs all three components of the course.
Year 12 - Students continue common study in the three course components of Performance, Composition and Appreciation and also undertake an in-depth study of dance in one of the Major Study components – Performance, Composition, Appreciation or Dance and Technology.
Community and Family Studies - The Preliminary course consists of three mandatory modules and the indicative course time allocated to their study.
The HSC course consists of three mandatory modules representing 75 per cent of course time. An options component representing 25 per cent of course time includes three modules of which students are to study only one.
Students are required to complete an Independent Research Project (IRP) in the context of the HSC core module – Research Methodology – and forms part of the HSC internal assessment. The focus of the IRP should be related to the course content of one or more of the following areas: individuals, groups, families, communities, resource management.
PDHPE - The Preliminary course consists of two core modules representing 60% of course time. An options component representing 40% of course time includes four options of which students are to study two. The HSC course consists of two core modules representing 60% of course time. An options component representing 40% of course time includes five options of which students are to study two.
Exploring Early Childhood - The course comprises a compulsory common core and optional modules. The core comprises 45 indicative hours of study. Fourteen optional modules are included in this course.
The time allocated to each optional module is flexible within the range of 15–30 hours depending on the number of units for the course and the way in which the course is delivered.
SLR (Sport, Lifestyle and Recreation Studies) - The Sport, Lifestyle and Recreation Studies course comprises 15 optional modules. There is no prescribed core component. The time allocated to each optional module is flexible within the range of 20–40 hours depending on the number of units for the course and the way in which the course is delivered.
Dance - The interrelation of the course components is a major feature in the study of dance as an artform and is emphasised throughout both courses.
The published Course Prescriptions, which may change in total or in part every three years, indicate works and artists to be studied in the HSC Course in Core Appreciation and Major Study Appreciation.
Students selecting Dance are required to keep a process diary of the development of all practical core and major study components.