Reimagining Learning: HyperDocs, Hybrid Classrooms & Student Voice in PDHPE, CAFS & Health & Movement Science

In a world where education is being disrupted daily by technology, changing student needs and systemic pressures, how do we maintain deep learning, student engagement and teacher connection in our PDHPE, CAFS, Child Studies & Health and Movement Science classrooms?

That’s the question Episode #145 of The PDHPE & CAFS Podcast tackles with global education innovator Lisa Highfill, co-creator of The HyperDoc Handbook. With over 27 years of classroom experience and a current role teaching middle school in a hybrid virtual school, Lisa brings real-world insight into how we can rethink our approach to teaching, regardless of where or who we teach.

For NSW teachers, from primary educators and high school PDHPE educators in Health and Movement Science and CAFS, Lisa’s message is powerful and practical: the combination of technology, inquiry, project-based learning and student agency isn’t just for “techy” schools… it’s essential to make learning relevant and meaningful in your classroom, today.

What are HyperDocs and why do they matter in NSW PDHPE, CAFS and Health & Movement Science classrooms?

HyperDocs are more than just “Google Docs with links.” They’re structured, student-facing digital lessons that walk learners through the Explore → Explain → Apply learning cycle. It’s a method that shifts students from passive consumers to active participants in their learning.

For NSW PDHPE teachers, this model aligns beautifully with syllabus outcomes that demand inquiry, critical thinking and student reflection. Particularly in:

• Stage 3 PDHPE with decision-making and health promotion activities;
• Stage 6 CAFS & Child Studies with case-studies and real-world applications;
• Stage 6 HMS through scaffolded research tasks, health campaigns and collaborative projects.
  
  

Imagine students exploring a health  issue through curated videos or articles, unpacking the key content collaboratively and applying it through a personalised health campaign, digital journal or mini-podcast. That’s HyperDoc pedagogy in action.

Student Agency Is Not Optional Anymore

One of the standout moments from Lisa’s interview is her reflection on how learners responded when traditional school structures ie. bells, seating plans, rigid timetables, were stripped away during COVID. What emerged? Creativity. Ownership. Curiosity.

Whether you're teaching primary students in PDHPE or senior students in CAFS & HMS, this message is crucial: agency is a prerequisite for engagement.

Let students:

• Design their own PE programs based on their sport/fitness interests 
• Co-create learning goals in Child Studies projects 
• Choose the mode of assessment 
• Reflect through audio logs instead of written diaries

When students own the learning journey, they remember more, care more and ultimately learn more.

AI Isn’t Replacing Us… It’s Extending Us

Lisa’s approach to AI in the classroom is refreshingly human. Rather than fearing ChatGPT, she uses it as a thinking partner for her students. Modelling how to prompt critically, question deeply and assess the quality of AI-generated responses.

In her virtual classroom, students used ChatGPT to:

• Design a personalised 10K training plan (HMS teachers, take note!)
• Plan meals for athletes balancing training and recovery
• Craft their own inquiry questions before starting a project
  
  

For NSW teachers, this isn't about replacing your teaching! It’s about amplifying your planning, scaffolding student literacy and reducing prep time. You might start by using AI to:

• Draft student-friendly explanations for tricky outcomes 
• Generate case study options 
• Create differentiated inquiry tasks for mixed-ability PDHPE groups
  
  

The magic lies not in the tech… but in how you teach students to use it with purpose.

Key Takeaways for NSW primary, PDHPE, CAFS and HMS Teachers

1. Start with Inquiry
   Use the “Explore → Explain → Apply” model to scaffold deeper learning. 
2. Use Tech to Empower, Not Distract
   HyperDocs, Padlet, Inquire and ChatGPT aren’t just tools. They’re opportunities to design layered learning experiences. 
3. Give Students Voice + Choice
   Personalise assessment and learning pathways. Let students choose formats, audiences and issues they care about. 
4. Use Projects to Make Learning Stick
   Not every lesson has to be project-based, but your most important outcomes deserve to be. 
5. Don’t Do It Alone
   Join collaborative communities like The CAFS Collective, The Learning Network’s Memberships, or Lisa’s HyperDocs Facebook group. Teaching is too complex and too important to do in isolation.
   
   

Listen to the full episode with Lisa here: www.thelearnnet.com/145