Stage 4 (Years 7 & 8)
Students start the course by investigating what it means to be a student at NSG, stereotypes and expectations. Throughout Stage 4 students are introduced to holistic health concepts and examine factors that influence their health and wellbeing. Topics covered include nutrition, body image, cyber safety, bullying, risk taking, sense of self and identity, supporting themselves and others, lifelong health and physical activity, puberty and sexuality, managing stress and relationships. In practical classes, they participate in a variety of physical activities and receive feedback to improve their fundamental movement skills and develop specialised movement technique in fitness, athletics, gymnastics and aquatics. They explore how to collaborate, communicate, solve problems and include others in a range of traditional team sports and modified games.
Stage 5 (Years 9 & 10)
In Stage 5, students dive deeper into the three strands of the NSW PDHPE syllabus through various theory and practical applications. These three strands: Health, Wellbeing and Relationships, Movement Skill and Performance, Healthy, Safe and Active Lifestyles have practical and theory content developed towards furthering our students understanding. They learn through the integrations of a range of learning activities covering literacy, numeracy, technology and practical skills.
Stage 6 (Years 11 & 12)
Personal Development, Health and Physical Education (PDHPE) is an integrated area of study that provides for the intellectual, social, emotional, physical and spiritual development of students. It involves students learning about and practising ways of maintaining active, healthy lifestyles and improving their health status. It is also concerned with social and scientific understandings about movement, which lead to enhanced movement potential and appreciation of movement in their lives.
This syllabus also includes a detailed study of movement and physical activity. The emphasis is on understanding how the body moves and the sociocultural influences that regulate movement. Scientific aspects to be studied include anatomy, physiology, biomechanics and skill acquisition. Students also think critically about aspects of history, economics, gender and media as they impact on patterns of participation in physical activity and the ways that movement is valued. These areas of study prepare students to be informed participants in movement culture, skilled, intelligent performers and analysts of movement.