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• The syllabus is now a board-developed course, and the name has been changed, with ‘Science’ replacing ‘Studies’ to reflect the increased emphasis on sports science content.
• A streamlined organisational approach, featuring fewer outcomes and a refined course structure. Previously organised into 16 modules across 3 areas of study, the content is now arranged into 4 core focus areas and 4 options, with the flexibility to include a school-developed option.
• Strengthened Aboriginal and/or Torres Strait Islander priorities content, ensuring students are well supported in understanding the cultural significance of physical activity to the identities of Aboriginal peoples.
• Inclusion of specific writing content throughout the syllabus, enabling authentic opportunities for students to deepen their understanding of essential learning while enhancing their writing skills.
• Life Skills outcomes are aligned to the Stage 4 and 5 outcomes to facilitate integrated delivery.

The organisation of the outcomes and content for Physical Activity and Sports Science 7–10 (2025) image is from the © NSW ÌÇÐÄvlog¹ÙÍø Standards Authority (NESA), for and on behalf of the Crown in right of the State of New South Wales, 2025.

Prior to implementation of the Physical Activity and Sports Science 7–10 Syllabus (2025), leaders will need to consider:

• resource and budget implications, including
  • professional learning to build staff familiarity and capacity around new syllabus features and content
  • equipment that enhances learning and supports all students to access the curriculum, such as screen readers, audio-visual material and other inclusive learning tools and sporting equipment
  • assessment of current resource availability and resources required to address new course requirements
• the complexities for staff working with 2 syllabuses in the delivery of Physical Activity and Sports Studies 7–10 (2019) and Physical Activity and Sports Science 7–10 (2025)
• familiarisation with the digital curriculum platform to ensure the syllabus is programmed, taught and assessed as required
• supporting teachers’ understanding of the principles of inclusive education, adjustments and access to the curriculum for all learners
• facilitating teacher understanding of how subject-specific writing is defined in physical activity and sports science
• awareness of the course requirements for an approved pattern of study in both 100-hour and 200-hour courses
• protocols for collaborating with Aboriginal and/or Torres Strait Islander Communities and engaging with Cultural works
• suitability of a pattern of study for students.

The Physical Activity and Sports Science 7–10 Syllabus (2025) is based on evidence summarised in the Bibliography: PASS 7–10, published by NESA within NESA's . The evidence highlights that:

• regular participation in physical activity contributes to improved physical health, mental wellbeing and social functioning across all stages of life, and plays an important role in the prevention of chronic disease and the promotion of quality of life (AIHW, 2018)
• physical literacy integrates physical, psychological, cognitive and social capabilities and provides a foundation for lifelong engagement in movement and health-promoting behaviours (ASC, 2019)
• sport has played a major role in developing a socially cohesive environment within Indigenous communities, and traditional Indigenous games can provide meaningful opportunities for Indigenous culture to be experienced, celebrated and enjoyed by all Australians (Edwards and Meston, 2008)
• physical education and sport in schools can provide a wide range of benefits, including improvements in physical health, social behaviours, emotional wellbeing and academic engagement, and these benefits are most likely to be realised in contexts that emphasise positive experiences characterised by enjoyment, diversity and engagement of all participants (Bailey, 2006)
• emerging megatrends in Australian sport, including technological innovation, changing participation pathways and a focus on inclusion, safety and sustainability, are reshaping how Australians engage with sport and physical activity (Cameron et al, 2022)
• writing instruction should be prioritised, with students regularly engaging in writing tasks for authentic purposes and diverse audiences, supported by explicit teaching, guidance and structured scaffolds to enhance skill development (NESA, 2018).

• To what extent do staff understand the syllabus and the evidence underpinning the new syllabus? How has this been fostered, and its understanding evaluated?
• Do staff have the skills and understanding to collaboratively undertake syllabus implementation? What explicit systems are in place to foster collaboration?
• How has the school engaged with departmental resources and support for curriculum implementation, for example, curriculum networks, curriculum resources, professional learning, and DEL network initiatives?
• What structures are in place for tailored professional support for all staff to strengthen curriculum implementation? What else might be required for this syllabus?
• What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?
• How will the school’s plan for curriculum implementation be evaluated? How might this evaluation inform the implementation of future syllabuses?

• Planning, programming and assessing PDHPE 7–10 NSW Department of ÌÇÐÄvlog¹ÙÍø
• © NSW ÌÇÐÄvlog¹ÙÍø Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2025.
• Physical Activity and Sports Science 7–10 (2025) and syllabus-specific NESA