PDHPE - Key Learning Area in Focus

PDHPE Faculty Update – Terms 1 & 2, 2025

The first half of 2025 has been an exciting and dynamic time for the PDHPE faculty at Chevalier College, with students embracing a wide range of physical, health, and outdoor education opportunities.

Wilderness Studies

One of the standout highlights has been the record-breaking intake into our Wilderness Studies program, with 78 students enrolling — the largest cohort in the program’s history. This surge in interest reflects the growing enthusiasm for outdoor learning and adventure-based education at Chevalier.

To kick off the year, students participated in an overnight introductory camp at Coolendel, where they began building the foundational skills and teamwork that underpin the program. 

This was followed by mountain biking at Mt Stromlo and orienteering at Lake Alexandra, offering students the chance to challenge themselves in new environments while developing resilience, navigation, and leadership skills.

It’s also been great to welcome back our Year 11 Wilderness class this year — a strong and enthusiastic group who kicked off their program with an exciting indoor rock climbing session before heading to the Blue Mountains to explore Serendipity Canyon. Their energy and teamwork have set a positive tone for the year ahead.

Stage 6 HMS

In the classroom, we proudly welcomed the new Stage 6 Health and Movement Science syllabus, which replaces the previous PDHPE curriculum. This contemporary course offers students a deeper understanding of the science behind movement, health, and performance. The transition has been expertly led by Mr Luke Wilson and Mr Josh Higson, whose dedication and expertise have ensured a smooth and engaging start for our senior students. Mr Wilson writes the following summary regarding the course;

“The revised HMS course allocates 60 % to two Focus Areas, 20 % to a Collaborative Investigation, and 20 % to Depth Studies. In Year 11, students explore “Health for individuals and communities” and “Body and mind in motion,” conduct one group Research Investigation to develop problem‑solving and critical thinking skills. They also undertake at least two Depth Studies, enabling in‑depth exploration through case studies, fieldwork, or practical lessons. This structure fosters collaboration, rigorous inquiry, and tailored learning pathways, preparing students for real‑world challenges in health and performance. The current HMS students are our first cohort embarking on this new course. They have begun this journey with enthusiasm and optimism. We look forward to leading them through this exciting new change in our KLA”

And here are some thoughts from some HMS students on the course to this point;

“The HMS course is a subject that I highly recommend. The things you learn and the way you learn them are so enjoyable and an environment that I love being a part of. The revision cup teams are a way to learn in different ways and be able to understand the course further. Not only are they fun, but also really helpful. So far, it is definitely my favourite subject and a class I love coming into every day”

Gemma G

“The new HMS subject is an exciting take on learning. I find it to be extremely enjoyable but still challenging enough to get my brain thinking. It’s a contemporary subject that incorporates fun with learning while still getting all students to strive for the greatest”

Susannah W

“So far, the HMS journey has been thrilling. The course started off difficult but after engaging with the teacher, class and Edrolo courses, my academic knowledge excelled. This course has been extremely beneficial for me, as I enjoy learning as a collective and partaking in group discussions. I hope others don’t miss out on the amazing opportunity of choosing this course”

Angus S 

AI - Pocket of Practice

As part of our commitment to innovation in teaching and learning, I recently presented a “Pocket of Practice” to staff, showcasing how AI can be meaningfully integrated into assessment design. A Year 12 assessment task was reimagined to incorporate student-led research in developing a triathlon training and nutrition plan. 

Students then used this knowledge to critique AI-generated training plans, deepening their understanding of training principles and nutritional strategies through critical analysis and comparison. The quality of the AI prompts students created to generate their plans was also assessed, encouraging thoughtful engagement with the technology and reinforcing the importance of clear, purposeful communication.

Additionally, in collaboration with the Capabilities Team, I ran an introductory session to all Year 7 students as part of the University of Melbourne’s New Metrics initiative, with a focus on the Personal Development capability. The session introduced students to what capabilities are and why they are valuable across a wide range of learning and life contexts. Students were also shown how capabilities will be embedded and tracked within Canvas, helping them understand how this will look in practice. 

This session served as preparation for an upcoming cross-KLA assessment, where students will be assessed against a capability selected by each learning area. This work aligns closely with the College’s Future-Facing Learning Model, which identifies the development of capabilities as a critical component of student success in the modern world.

And last but not least, none of this would be possible without the incredible PDHPE team we have at the college. The faculty is a vibrant and supportive environment, filled with laughter, collaboration, and a shared commitment to student growth. 

The positive culture among staff not only enhances our working relationships but also translates into meaningful and engaging learning experiences for our students. This is team makes it a joy to turn up to work each day and for that I am always grateful.