Secondary Education, Term 3, 2015

Educating the whole child PDHPE central to student

development and wellbeing
We have known for decades that the physical, social, mental and emotional wellbeing
of students is also enhanced when the school provides an environment that enhances
the protective factors that help to build resilience and lessen the impact of adverse life
events. A whole-school approach is important. This means developing, implementing
and reviewing policy and guidelines, consulting and working in partnership with
families and the school community, accessing community resources and involving
students. It involves ensuring that school policy and procedures support the messages
provided in the formal school curriculum.
Schools play a critical role in helping children and young people make sense of the
world around them. There is strong evidence that students who are better supported
in their wellbeing have higher academic achievement and better life outcomes in
relation to health, employment, social inclusion and economic independence.
The NSW Department of Education has recently released the Wellbeing Framework
for schools. The Wellbeing Framework is a roadmap to provide a positive learning
culture so every student can succeed, thrive and connect. It contextualises wellbeing
to the individual student, school and community and is an integral part of the public
school planning process.

This issue
Educating the whole child PDHPE central to
student development and wellbeing
1
Physical Literacy Continuum Professional
Learning and resources
2
Professional learning

Virtual PDHPE faculty - EOI

Curriculum writers - EOI

HSC syllabus Q & A

HSC Multiple Choice Q order

PDHPE Faculty Connection

Healthy eating pyramid

Crossroads update

PDHPE is a key tool to support students to succeed, thrive and connect. PDHPE
provides opportunities for students to:

learn in an environment that fosters and develops choice, accomplishment,

positive relationships, enjoyment, growth, health and safety

develop skills to reflect on and positively shape their behaviour in the context
of ethical decision making

learn about and develop positive and respectful relationships with others

experience a sense of belonging and connectedness that respects diversity

and identity.

Quick links
PDHPE home page
Crossroads
Teaching Sexual Health website

Teachers should look for opportunities to promote the work of the PDHPE curriculum
as an enabler of the Wellbeing Framework in schools. This can assist to drive school
practices and policies that support a whole school approach to health, safety and
wellbeing and affirm and enhance curriculum delivery in PDHPE.

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Road Safety Education

Board of Studies, Teaching and
Educational Standards NSW
My PL@Edu

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The Physical Literacy Continuum Professional Learning and Resources

The Physical Literacy Continuum has been published on the Departments Physically Active Schools website. The
Continuum is being piloted with 15 Primary and Secondary schools in Terms 3 and 4. Through the pilot schools will create,
trial and evaluate the continuum, professional leaning and resources before the statewide rollout of resources in Term 4,
2015.
Schools who are seeking to learn more or start planning for implementation of the Physical Literacy Continuum in 2016 can
start using the resources and professional learning materials to build understanding and awareness within their faculty and
school community. Print copies of the Physical Literacy continuum will be available to order in Term 4 2015.
The Physical Literacy Continuum is not mandatory, nor does it replace syllabus documents. When used together with
syllabus documents and other support materials, the Physical Literacy Continuum can assist teachers to deliver quality
teaching and learning programs through PDHPE, School Sport and across other physical activity and movement based
learning context. The Physical Literacy Continuum can be used as a tool for mapping student progress across the key
aspects of Movement Competencies, Tactical Movement, Motivation and Behavioural Skills and Personal and Social
Attributes. This information and data can guide school planning to reflect both the NSW School Excellence Framework and
School Wellbeing Framework.
We have created three professional learning videos to support the implementation of the Physical Literacy Continuum and to
build awareness and understanding across school communities.
Video 1 Physical Literacy in NSW schools
The Physical Literacy in NSW schools video is designed to raise awareness about what Physical Literacy is, the importance
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this video to raise awareness in your school community by showing staff at your staff meetings, parents and family through
sharing on social media, school newsletter or embedding it in your school website.
Video 2 Improving Practice with the NSW Physical Literacy Continuum
The NSW Physical Literacy Continuum offers a number of opportunities for schools, teachers and students to promote
effective practice in the areas of learning, teaching and leadership. This video explains how the continuum can support and
improve practice and align these opportunities with the School Excellence Framework as part of NSW government school
planning. Share this video with your School Executive to raise their awareness of the benefits of integrating the Physical
Literacy Continuum into practice and school planning.
Video 3 How to use the Physical Literacy Continuum
This video outlines how to use the Physical Literacy Continuum to monitor individual student achievement and progression
along the four aspects.
These videos can be found on Physical Literacy Continuum section of the Physically Active Schools website (Intranet only)
and on our YouTube channel at https://www.youtube.com/user/PDHPENSWCurriculum/videos.

PDHPE COMMUNICATION

Our blog
pdhpe.unit@det.nsw.edu.au
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Professional learning Term 3

Answering Challenging Questions - NSW
Department of Education check MyPL@EDU
for details of the Term 3 workshops
Road Safety Education - NSW Department of
Education - workshops for semester 2, 2015
PDHPE Teachers Association Conference 9/10
October, Novotel Brighton le Sands
ACHPER NSW Term 3 professional learning
Association of Independent Schools NSW
PDHPE Health Promotion on the Roads Free
Online module

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Resource writers wanted - EOI

The NSW Department of Education is seeking
expressions of interest from people qualified to be
included on a register of resource writers and
reviewers.
This register will be used to select writers for a range of
curriculum support projects including the development
of professional learning and support materials for
implementation of curriculum in NSW.
We seek teachers with teaching qualifications; recent
school based experience in the NSW Government
school system and strong understanding of NSW
Department of Education policies and the wide range
of PDHPE curriculum and syllabus content.
Applicants must demonstrate:

Up to date knowledge of PDHPE curriculum

content and current issues, resources and
quality teaching.

Demonstrated ability to plan, develop and

deliver professional learning and resources
for teachers and schools.

Virtual PDHPE Faculty

As part of the Departments Rural and Remote Education

Blueprint for action, there are opportunities to create a
virtual PDHPE Faculty. Virtual faculties, mentoring and
shadowing programs will link teachers in rural and
remote schools to subject expertise.

Proven ability to work independently and

demonstrate initiative and creativity in their
work and work practices.

High level organization, communication and

interpersonal skills to work collaboratively
within and across teams and with a range of
key stakeholders.

We seek expressions of interest from:

Head Teachers of PDHPE who demonstrate

high level success in leading and managing a
PDHPE faculty, leading curriculum
implementation and effective pedagogy and
mentoring staff to improve teaching standards
and provide quality learning opportunities for
students reflecting diverse needs.
Teachers in rural and remote locations who
seek support and connection with a subject
specific Head Teacher PDHPE to support
curriculum implementation, professional growth
and development and student learning.

At this stage we seek level of interest. Email

pdhpe.unit@det.nsw.edu.au you name, school, role and
current teaching details if this opportunity interests you in
your role and context. More information will follow.

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Writers and reviewers will be selected from the register

to undertake tasks at various times of the year. There
is no closing date for this register. Expressions of
interest will be accepted on an ongoing basis.
The Expression of Interest form (attached to Newsletter
email) and accompanying statements of support should
be submitted to:
PDHPE Advisor K-6 or PDHPE Advisor 7-12
pdhpe.unit@det.nsw.edu.au
PDHPE Unit, Locked Bag 53, Darlinghurst NSW 1300
Further copies of the EOI form can be requested from
the same email address.

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HSC syllabus Q & A

In recent months there have been a number of
questions related to HSC syllabus content and
expectations for student learning.
A reminder that the BOSTES Inspector PDHPE, Karen
Ingram (Karen.ingram@bostes.nsw.edu.au), should
confirm all advice regarding syllabus, marking or
assessment changes. When teachers contact us in
regards to questions, we ensure the advice is confirmed
with BOSTES, as all teachers should.
Do not assume that advice regarding a change or
changed approach to teaching that you hear at a
workshop is correct until it is confirmed by BOSTES.
All Educational sectors including the Department of
Education work together with BOSTES to ensure that
advice on changes is provided to ALL teachers. Do not
rely on one off social media posts or sole facilitators at
workshops for advice without confirming its validity. It is
not to say this advice is not correct, but confirmation will
ensure your students are learning what is expected from
BOSTES, the authority for syllabus, assessment and
examinations.
Below are some questions and answers we have
received and confirmed advice for recently.

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Answer - In CAFS examinations, questions can be

specifically asked about the Category A groups people with disabilities and homeless people.
Questions may also be asked in relation to four
specific groups within the community, but these will
be more general in nature, and students will be able
to determine which group they would like to refer to.
Where questions are asked solely referring to the
Category B groups, they will need to be in relation to
that section of the syllabus on creating positive
social environments. It is unlikely that students will
have covered creating positive social environments
in relation to the Group A groups, so students should
not be tempted to write about either the homeless or
people with disabilities in answering questions
associated with creating positive social
environments.
In addition, BOSTES principles associated with
setting examinations are quite explicit in stating that
in phrasing examination questions, it should be clear
to students what they are expected to do. Therefore,
it should be expected that when asking questions in
relation to Group B, the different groups would
probably be listed. Given that Category B groups will
probably be listed, we would hope that students do
not use a group from Category A.

HSC PDHPE Option 4 Improving Performance

HSC Community and Family Studies HSC

Examination - Marking procedures

Question For Critical Question 1, under the learn to

column it states to 'analyse TWO of the training types'.
Does this mean that as the teacher I select any two of
the following (strength, aerobic, anaerobic, flexibility,
and skill training) and teach those rather than teaching
all 5 types of training or am I expected to teach all 5
types of training?

Question Has the HSC marking centre changed

the marking criteria for HSC CAFS exams in regards
to no longer using words like extensively, sound and
thorough? If so what have these words been
replaced with.

Answer - You are to choose 2 of the 5 types of training

and analyse them, there is no need to teach all 5.
HSC Community and Family Studies HSC
Examination - Groups in Context Category A and B
groups
Question - How would a student be marked in the HSC
if they were to answer a question based on Category B
groups, but referred to a Category A group?
For example, for ONE group you have studied, describe
the contributions they make to the community to
positively influence community attitudes. If a student
was to refer to a Category A group, can they still receive
any marks?

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Answer Examination committees are always

reminded to construct marking guidelines that make
it clear to markers what is being assessed and for
the 2014 examination development process,
BOSTES placed a lot of emphasis on developing
marking guidelines. BOSTES compared the wording
in the 2014 and 2013 marking guidelines for
Community and Family Studies and cannot see any
great difference in the approach to how the marking
guidelines have been written.
HSC Community and Family Studies HSC
Examination - Wellbeing
Question Should my students refer all HSC
answers back to wellbeing or does the marking
criteria not reflect that?

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Answer - Wellbeing is an integral concept in the Community

and Family Studies (CAFS) syllabus. The HSC course
examines how the wellbeing of individuals, families and
communities are affected by broader societal influences
including socio-cultural, economic and political factors.
The first two objectives of the HSC course relate to
wellbeing, and there are several outcomes associated with
these objectives that also relate to wellbeing.
This emphasis in the course on wellbeing is reflected in the
dot point in the Section II rubric demonstrates knowledge
and understanding of societal influences on wellbeing
relevant to the question.
However, it is important to note that not all questions
developed for the HSC examinations will focus on wellbeing,
nor require students to refer to it, and students shouldn't, as
you suggest, include wellbeing in their answers just for the
sake of it.
Examination committees will only include reference to
wellbeing in the marking criteria and the sample answers
where they think it is appropriate to answering the question.
Having said that, given the focus on wellbeing in the course,
it should be expected that many questions will either
explicitly or implicitly relate to wellbeing.
Teachers should work with their students to develop their
skills in answering questions, and that may include working
with questions that have appeared in past papers, and with
the marking criteria developed by the committee and used at
the marking centre.
HSC Community and Family Studies Social Impact of
Technology Case Study
Question In the CAFS option module - Social Impact of
Technology, where the syllabus states that students are
required to conduct a case study of one piece of technology
with emphasis on the impact and role technology has in
contemporary society. This should involve them using the
technology they are investigating. Is it an expectation that
students MUST use the technology or is use of the
technology recommended to increase understanding?

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HSC Multiple Choice Question order

In order to have a more valid and consistent approach
across the multiple-choice sections of examinations, all
examination committees have been asked to order the
multiple-choice questions according to the level of
difficulty. Previously some examinations, like PDHPE
and some science examinations, were ordered
according to HSC core modules.
This means in the majority of HSC examinations,
multiple choice questions will be ordered according to
the level of difficulty, starting with easier questions and
working up to more challenging questions. There may
be exceptions, for example when more than one
question relates to the same stimulus text.
For more information, contact:
Helen Bristow, Manager, Examining and Testing
helen.bristow@bostes.nsw.edu.au, (02) 9367 8095

PDHPE Faculty connection

Andrew Johnson, Head Teacher PDHPE Callaghan
College Wallsend Campus seeks a PDHPE faculty for
a mutual mentoring, professional learning program.
Members of the faculty seek to extend their experience
across school contexts by learning from staff in other
schools and visiting other schools to create learning
opportunities for both schools.
More information can be found in the Word document
attached to this email. If you are interested in
connecting with Andrew, contact him via email at
ANDREW.JOHNSON11@det.nsw.edu.au

Answer In Community and Family Studies, students

investigate life issues. The source of their data in
contemporary society may be either traditional or electronic.
In the option module Social Impact of Technology,
students are required to conduct a case study of one piece
of technology with emphasis on the impact and role
technology has in contemporary society. This should involve
them using the technology they are investigating. Should
means that it is recommended and not mandatory. Using
examples that students can engage with, are interested in or
have experience with is suggested.

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Healthy Eating Pyramid

Nutrition Australia has released the Healthy Eating Pyramid
as a simple visual guide to the types and proportion of foods
that we should eat every day for good health.
The pyramid could be used in conjunction with the
Australian Guide to Healthy Eating to support student
learning. The Healthy Eating Pyramid aims to convey the
key information about how to have a nutritious diet, based
on the Australian Dietary Guidelines. It does not replace the
Guidelines or Australian Guide to Healthy Eating plate but
rather offer another visual guide using a more or less
concept to convey key messages of healthy eating. The
healthy eating pyramid can be found at
http://nutritionaustralia.org/national/resource/healthy-eatingpyramid

Crossroads update
If you havent accessed the Crossroads website to find the
professional learning and resources, then head there
quickly. A number of new resources have been updated
over the past term. Activities focus on using a strengths
based approach and integrate hands on interactive learning.
Here are a few to get you started:

Crossroads Students with special education needs

requirements and advice for teachers and Principals

The Why and What of Crossroads Self paced online

professional learning - easy to use Prezis and videos
with voice over to guide staff, faculties and networks
through what they need to know about the revised
Crossroads course and how it should be implemented

Mental Health and Wellbeing teaching and learning

resources Theme 1 and 2 released. Theme 3 soon to
be released. These resources provide a sequenced
approach to each theme of the Mental Health and
Wellbeing learning context. Written and tested by HT
Wellbeing, Sarah Jackson and Janice Atkin.

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address the safe travel context and model

integration with other contexts
To save time in planning and programming, we
continue to update our mapping documents. The
mapping documents can be used to locate suitable
activities and resources for delivery of content.
Resources and activities are all hyperlinked from the
documents and can be found in two ways depending
on how you program.
You might choose to find activities and resources
mapped to content as you plan and program from the
content. If so then use our Resources mapped to
content document. You will need to track outcomes to
ensure you are meeting all outcomes by using a wide
range of activities across the learning contexts.
You might be planning and programming from the
outcomes. If so, then use the Resources mapped to
outcomes document. In this document you will need to
choose activities that fit within and across the learning
contexts to ensure that you are covering all learning
contexts.
The mapping documents are updated as new
resources and activities are created and published, so
check back regularly to make sure you have the most
up to date version.
If you have ideas for resourcing or activities, or
questions related to Crossroads, resources or delivery
approaches then contact us at
pdhpe.unit@det.nsw.edu.au

Contact
Learning & Leadership Directorate
Renee West, PDHPE Advisor 7-12
P: 9244 5841
renee.west@det.nsw.edu.au

Responsibilities in a sexual relationship activity builds

student skills to identify reliable sexual health
information and access services for maintaining positive
sexual health for self and partner

Responsible gambling resource addresses key skills

to encourage responsible behaviour in light of increased
use of online gaming and gambling by many young
people

Safe travel activities a number of new activities to

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