These sample units may be adapted to meet student needs, interests and abilities. Explicit detail accompanies teaching and learning activities to support delivery. Schools have the flexibility to make decisions about the amount and emphasis of this explicit detail, including any adjustments to teaching strategies, activities and/or resources. These units align to the NSW PDHPE K-10 Syllabus and are designed to work with the existing PDHPE sample scope and sequences. Each unit incorporates advice from the NSW Education Standards Authority (NESA) and includes the following elements:

• unit description
• syllabus outcomes
• duration
• stage or year
• range of relevant syllabus content
• integrated learning and teaching activities
• differentiation catering to the range of student abilities and interests
• opportunities to collect evidence of student achievement
• subject-specific requirements
• resources
• reflection and evaluation
• adjustments for students with a disability, where appropriate.

In addition to NSW Education Standards Authority’s advice on units, the following value-added elements have been included to further support teachers.

Key inquiry questions and syllabus content

Syllabus content is addressed in each teaching and learning activity.

Teaching and learning activities

A detailed description of the strategies provided for students to learn, develop and apply knowledge, understanding and skills. The following sub-headings are used in the teaching and learning activities:

• Activity – Verbal instructions and modelled examples assist students to understand skills, concepts, rules and safety considerations. Modelling may be provided through physical demonstration, the use of images, Braille, simplified text and/or video. Allow all students to respond in a way that is inclusive to their learning needs. Examples of alternative ways that a student may respond include a written response, drawn image, role play, digital learning tool and/or visual aid.
• Vocabulary – This supports students to make connections to their learning. Review key vocabulary at the beginning of each lesson and use these terms frequently throughout the relevant activities.
• Variations – suggestions to change the activity in order to further challenge students or adapt to meet specific student needs.
• Teacher notes – information that may support teachers with delivery of the teaching and learning activities. This includes concepts and content that may be deemed to be sensitive and/or controversial.
• Discussion – the suggested discussion opportunities should be delivered in a manner that best suits your context. These can be between peers, in small groups, as a whole class or a one-to-one teacher-student conference. Sample questions and scenarios may be adapted to meet student needs in a manner that is reflective of school and community context.
• Reflection – the suggested reflection links to the essential question that also acts as the unit title. This question guides teaching and learning throughout the unit.. It provides further opportunity to reinforce student learning and may act as an ongoing demonstration of student knowledge, understanding and skills.
• Resources – Teachers may choose to use alternative learning tools and activities that best meet student needs. Alternative examples include assistive technology and learning tools and activities from the departments Digital Learning Selector.

Early Stage 1

Students will:

• identify safe places, situations and ways of communicating emotions related to personal safety
• identify rules, people and symbols that help keep them safe
• identify and practice ways of seeking help.

Early Stage 1 'How do I keep myself and others safe?' unit (DOCX 2.02MB)

Stage 1

Students will:

• identify and evaluate safe places and situations involving people
• recognise personal warnings signs and physical responses of themselves and others
• apply help-seeking strategies to real-life situations

Stage 1 'How do I keep myself and others safe?' unit (DOCX 2.69MB)

Stage 2

Students will:

• explore the decision-making process, its application and consequences to safety in real-life situations
• analyse their own and others’ physical and emotional responses in relation to the safety of specific situations
• evaluate, select and practise appropriate help-seeking strategies and support services
• recognise personal responsibilities about the safety of themselves and others through upstander behaviour and reporting

Stage 2 'How do I keep myself and others safe?' unit (DOCX 358.34KB)

Stage 3

Students will:

• investigate how contextual factors and emotions impact their own and others safety in real-life situations
• evaluate and practise help-seeking strategies, the decision-making process and supportive behaviour that benefits themselves and others
• select and practise appropriate ways to resolve conflict and bullying both in-person and online.
• develop emergency action plans, personal safety plans and safety travel plans for independent travel

Stage 3 'How do I keep myself and others safe?' unit (DOCX 247.53KB)

Early Stage 1

Students will:

• test and create solutions to a variety of movement challenges through modifying movement sequences and games. For example, they may explore different ways to propel an object accurately within the playing area.

Early Stage 1 'How can I solve problems while moving? unit (DOCX 724.96 KB)

Stage 1

Students will:

• test and create solutions to a variety of movement challenges through modifying movement sequences and games. For example, they may explore different ways to propel an object accurately within the playing area.

Stage 1 'How can I solve problems while moving? unit (DOCX 1.3 MB)

Stage 2

Students will:

• test and create solutions to a variety of target games through modifying movement sequences tactical approaches
• predict the outcome of the way they propel an object at a target by considering how space, time, effort and equipment influence the accuracy.

Stage 2 'How can I solve problems while moving? unit (DOCX 517.88 KB)

Stage 3

Students will:

• recognise possible solutions to movement challenge and apply a variety of strategies
• reflect upon previous experiences and suggest ways to refine performance
• create, adapt and apply rules to provide an inclusive learning environment that caters for individual strengths.

Stage 3 'How can I solve problems while moving? unit (DOCX 1.7 MB)

Early Stage 1

Students will:

• test and apply various tactics incorporating movement, space, time, equipment and rules to improve their chance of success in territory games. They use movement skills to solve game-based problems.

Early Stage 1 'How can I use tactics to be successful in games?' unit (DOCX 4.1MB)

Stage 1

Students will:

• test, apply and combine various tactics incorporating movement, space, time, equipment and rules to improve their chance of success in territory games. They perform and combine movement skills and sequences to solve games-based problems.

Stage 1 'How can I use tactics to be successful in games?' unit (DOCX 5.1MB)

Stage 2

Students will:

• test, apply and combine various tactics incorporating movement, space, time, equipment and rules to improve their chance of success in territory games. They perform and refine movement skills and sequences to solve games-based problems.

Stage 2 'How can I use tactics to be successful in games?' unit (DOCX 7.9 MB)

Stage 3

Students will:

• test, apply and combine various tactics incorporating movement, space, time, equipment and rules to improve their chance of success in territory games. They perform and refine movement skills and sequences to solve games-based problems.

Stage 3 'How can I use tactics to be successful in games?' unit (DOCX 4.8MB)

Stage 1

Students will:

• learn to value diversity and foster connection with others through recognising similarities and differences within groups.
• develop social awareness through participating in group activities and explore ways to interact with others that promotes inclusion.
• identify and demonstrate ethical behaviour that supports safety and fair play in movement settings.

Stage 1 How can we include others and build respectful relationships? unit (DOCX 4.1MB)

Stage 2

Students will:

• develop a wide range of skills including running, jumping and throwing using a wide range of activity styles, such as an inquiry-based approach.
• make connections to how these skills may transfer to other movement activities including a school-based athletics carnival.
• explore feelings associated with competition, overcoming challenges to develop resilience, how to support others and the importance of positive communication.

Stage 2 "How can I develop a wide range of skills while moving?' unit (DOCX KB)

Stage 3

Students will:

• investigate how their level of independence changes over time.
• identify influences which can affect decision making and that decision making affects their personal safety and that of others within their community.
• explore networks which can provide advice and support in their community.

Stage 3 'How am I responsible for my increasing independence?' unit (DOCX 1.2MB)

Stage 3

Students will:

• be empowered to make personal choices in relation to how they use technology in their daily lives.
• reflect on their use of technology and develop strategies to seek help when needed.

Stage 3 'How is technology impacting our health, safety and wellbeing?' unit (DOCX 749KB)

Early Stage 1 to Stage 3

Students will:

• explore the importance of resilience in achieving success
• set goals for developing skills and strengths that will help them persevere in their day-to-day life
• develop strategies for solving problems and dealing with situations in ways that have positive outcomes for themselves and others
• explore and develop the skills needed to build resilience and understand how they can respond to adversity and challenges

Multistage K-6 'Being resilient is brilliant' unit (DOCX 4.9 KB)