ce02b039_on_PDHPE_programs_and_practice__Element
To what extent are students encouraged to address multiple perspectives and/or solutions? To what extent are students able to recognise that knowledge has been constructed and therefore is open to question? Identify and explore the assumptions underpinning a variety of perspectives when presenting a theme or topic e.g. using a class debate to support students to interrogate opposing points of view on a health issue and analyse how each of these points of view have been constructed. Provide opportunities for students to construct their own knowledge e.g. by engaging in problem solving activities such as proposing health promotion strategies to deal with adolescent health issues and exploring the assumptions underpinning the solutions proposed. Provide opportunities for students to develop their critical literacy skills e.g. when using a variety of sources to collect health-related information. [Element] 
Problematic knowledge
D e e p k n o w l e d g e
D e e p u n d e r s t a n d i n g
P r o b l e m a t i c k n o w l e d g e
H i g h e r - o r d e r t h i n k i n g
M e t a l a n g u a g e
S u b s t a n t i v e c o m m u n i c a t i o n
Using the NSW model of pedagogy as a framework to reflect on PDHPE programs and practice
Element