PDHPE is currently going through the most significant curriculum change in decades. All learning area subjects will see the release of new syllabuses for implementation over the next two years.

ACHPER NSW is currently rolling out comprehensive professional learning workshops to support the new Stage 6 Health and Movement Science which schools will begin implementing in February 2025.

The Health and Movement Science course is significantly different to the Stage 6 PDHPE course and includes Depth Studies and a Collaborative Investigation.

This one-day professional learning workshop is tailored for tertiary educators and will equip you to better prepare your graduates for the implementation of the new Stage 6 Health and Movement Science (HMS) syllabus in 2025.

Across the day, you will:

• • • Gain a clearer understanding of how the new syllabus differs from the old, with a focus on the interrelated nature of concepts and content
    • Build confidence in designing structured learning sequences that maximise student learning—drawing on evidence-based research, including principles of cognitive load theory, to enhance engagement and knowledge retention
    • Unpack the HSC end-goal, exploring what the exam and assessment structure will look like—and how to best support your pre-service teachers to teach it effectively from day one

Who should attend: Tertiary educators

DETAILS
Date: 27 June 2025
Time: 9.00am-3.30pm
Format: In person
Register Now: at link below.  Registration closes one week prior

PRESENTER
Carly McPherson Professional Learning Officer, ACHPER NSW
Carly is a passionate PDHPE teacher with over 10 years of experience and a strong background in leadership across wellbeing and PDHPE. She holds a Master of Education with a specialisation in Mathematics, alongside PDHPE teaching qualifications. Carly is deeply committed to curriculum design and believes in the power of education to transform lives. Her work is grounded in the development of engaging, purposeful learning that supports students to thrive both in and beyond the classroom. This commitment extends to her work in teacher professional development, where she draws on educational research and evidence-informed practice to support meaningful growth in areas such as assessment and curriculum implementation.