Professional Support

Syllabus

• Development, Health and Physical Education Stage 6 Syllabus (320kb - pdf)

Section: The Course

• Course requirements (pdf - 52kb)
• Rationale (pdf - 44kb)
• Principles (pdf - 43kb)
• Aim, objectives and outcomes (pdf - 39kb)
• Course structure (pdf - 41kb)

Focus area 1: Working at relationships

• Theme 1: Being an individual (pdf - 27kb)
• Theme 2: Developing and maintaining relationships (pdf - 29kb)
• Theme 3: Changing relationships (pdf - 21kb)
• Theme 4: Intimate relationships (pdf - 26kb)

Focus area 2: Drug issues

• Theme 1: Values and drugs (pdf - 20kb)
• Theme 2: Understanding drug use (pdf - 30kb)
• Theme 3: Drug use and others (pdf - 23kb)
• Theme 4: Drug issues in the community (pdf - 19kb)

Making it Work

• Phase 1: Awareness raising (pdf - 17kb)
• Phase 2: Planning (pdf - 15kb)
• Phase 3: Implementation (pdf - 14kb)
• Phase 4: Evaluation (pdf - 13kb)

Approaches to implementation

• Case Study 1: Using unallocated periods (pdf - 25kb)
• Case Study 2: Periods designated from a line (pdf - 26kb)
• Case Study 3: The split line (pdf - 25kb)
• Case Study 4: A 7-line timetable (pdf - 26kb)
• Case Study 5: A four-day seminar program (pdf - 30kb)
• Case Study 6: Combined seminars (2x2 days) (pdf - 28kb)
• Case Study 7: School activities week (pdf - 27kb)
• Case Study 8: Camp and timetabled lessons (pdf - 29kb)
• Case Study 9: Camp and seminars (pdf - 26kb)
• Case Study 10: A five-day camp (pdf - 26kb)

Involving students

• Involving students in the delivery of the program (pdf - 18kb)
• Involving students in evaluating the program (pdf - 15kb)
• Involving students in the planning of the program (pdf - 26kb)

Involving the school community

• Involving parents (pdf - 22kb)
• Involving local community organisation (pdf - 20kb)

Teaching and learning strategies

• Alter ego (pdf - 18kb)
• Fish bowl (pdf - 18kb)
• Hypotheticals (pdf -16kb)
• Jigsaw learning (pdf - 16kb)
• Know-want-learned (K-W-L) (pdf - 19kb)
• Learning Contracts (pdf - 39kb)
• Metaphors (pdf - 32kb)
• Positive-negative-interesting (P-N-I) (pdf - 20kb)
• Poster plenary (pdf - 16kb)
• Role-plays (pdf - 16kb)
• Think-pair-share (pdf - 15kb)

Assessment

• Certificate 1 (pdf -29kb)
• Certificate 2 (pdf - 30kb)

Evaluation of the school program

• Student questionnaire (pdf - 53kb)
• Teacher reflection sheet (pdf - 14kb)
• Peer-led evaluation (pdf - 14kb)
• Nominal group recording sheet (pdf - 12kb)
• Peer observations (pdf - 12kb)

References and resources

• References and resources (pdf - 34kb)

Personal Development, Health and Physical Education

• Preliminary Core 1 (pdf - 98kb)
• Preliminary Core 2 (pdf - 80kb)
• Preliminary Core 3 (pdf - 69kb)
• HSC Core 1 (pdf - 118kb)
• HSC Core 2 (pdf - 152kb)

The policy endorses the type of approach represented in the health promoting schools framework as described in Towards a health promoting school.

The primary goal of driver education is to prepare young people to make responsible decisions as drivers and passengers. Driver education is best delivered as part of the Personal Development, Health and Physical Education key learning area, however, some aspects may also be delivered in other key learning areas.

This document supports NSW government secondary schools in planning effective driver education for students in Years 9 - 12. It describes the context for delivery of driver education and identifies the essential elements of school-based driver education programs.