ce02b039_on_PDHPE_programs_and_practice__Element
To what extent are students regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information? Provide opportunities for students to evaluate, manipulate and transform information e.g. developing a new product, movement composition or scenario. Pose questions that can have multiple answers or possibilities and ask students to justify their responses. Plan at least one significant question requiring higher-order thinking in each lesson. [Element] 
Higher-order thinking
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