This unit allows us to explore the health issues relevant to young people and think critically about the ways in which they are currently addressed. The days of posting a newsletter around the neighborhood are over. The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. Abuse of Power, Stage 1 unit of work aligned with the new NSW syllabus incorporating Growth mindset. Keep up to date with the syllabus and its' implementation - click. 3 0 obj Bundle of Lessons from PDHPE Sports Medicine Syllabus.Lessons for an entire unit of work including learning intentions & Success Criteria, syllabus checks, practice questions, and class activities.Additional Mind Map Summary is included for free with this bundle. Search >Enter your search. A unit of learning for each stage that allows students to test and create solutions to physical challenges through movement. unit (DOCX 1.7MB), Early Stage 1 'How can I use tactics to be successful in games?' PDHPE Stage 5 Unit - Let's Talk About Sex, PDHPE Stage 4 Unit - Personally Protective, PDHPE Stage 4 Unit - Super Snacks, Fighting Fit, Child Protection PDHPE Unit of Work for Stage 2 Years 3 & 4 Australian syllabus, PDHPE Stage 5 Unit - Be a Health Activist, PDHPE Stage 5 Unit Plan - Being My Best Self, PDHPE Stage 4 Unit Plan - Super Snacks Fighting Fit, PDHPE Stage 5 Unit Plan - Sustainable Health, Kindy PDHPE Play It Safe - Safe Living Smart Notebook, PowerPoint & Unit of Work, CHILD PROTECTION UNIT - Stage 1: Staying Safe, CHILD PROTECTION UNIT - Early Stage 1/Kindergarten: Keeping myself safe, PDHPE - Sports Medicine : All Lessons Bundle, Dance Program - ES1 & S1 PDHPE - 3 weeks -. They are clear, concise and very easy to follow. <> NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. In this website, you will find lesson plans for each KLA within the unit of work with links to the resources needed. have no essentials, {{ firstName }} The drug safety program will be teaching the students about what drugs are (as in household chemicals, prescription medicine, etc). Download a printable version (PDF 32750KB) that includes all units of work, support resources, and additional support information. develop emergency action plans, personal safety plans and safety travel plans for independent travel. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Students will develop and apply a range of interpersonal and self-management skills through this unit. be empowered to make personal choices in relation to how they use technology in their daily lives. loading essentials, You Students will recognise reactions and body signals to safe and unsafe situations and develop their help seeking and interpersonal skills, including how to express ways to show respect to others, and use No-Go-Tell. Posters 6. Students will identify sources of support to assist them to learn about change and to seek help and advice to manage the changes associated with puberty. Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, tools for learning remotely, support for additional needs and more. Plus, information for parents including how to choose a service and supporting your child for their transition to school. endobj Stage 2. This unit explores different parts of the body, including those which are private, rights and responsibilities, appropriate touch, and how to respond to inappropriate touch. Languages Students interact verbally, using activities based on languages syllabus content. unit (DOCX KB). Overview-All Stages combined.pdf. Pdhpe unit of work stage 3. We collaborate, share and learn from each other. Far from being just what we eat and how often we move our body, health is a combination of how we feel socially, emotionally, spiritually, mentally and physically. 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. have no essentials, {{ firstName }} They will apply interpersonal skills to practise negotiating consent and consider the factors which influence an individuals decisions to engage in sexual activity. Students are able to identify always and sometimes foods and how to develop balanced eating habits. What was their famous risk?3. The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. {{ lastName }}, Selective high schools and opportunity classes, Attendance matters resources for schools, Office 365 Multi-Factor Authentication Settings, Places are similar and different Features of Australia unit, Places are similar and different Australia's neighbours, How can I keep myself and others safe? Doing this allows for a. They perform and refine movement skills and sequences to solve games-based problems. 1 0 obj identify safe places, situations and ways of communicating emotions related to personal safety. Error Plus, information for parents including how to choose a service and supporting your child for their transition to school. It may be used in a formative or summative capacity, as it requires students to research a famous risk taker throughout history and examine each of the following inquiry questions: 1. Who is your risk-taker?2. NEW NSW Syllabus - PDHPE - STAGE 1 UNIT OF WORK - I AM UNIQUE by Sapient Education - formerly Easy Lessons 15 $15.00 PDF This unit of work is for a term. Personal development, health and physical education (PDHPE) is mandatory for all students Kindergarten to Year 6. The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. Units of work @ Snapshot. unit (DOCX 2.69MB), Stage 2 'How do I keep myself and others safe?' NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Syllabus content is addressed in each teaching and learning activity. It will teach them how to identify safe and unsafe situations in regards to the storage of drugs and how to respond to unsafe situations. Using quality literature in HSIE (history and geography) to support the cross-curriculum priority of Asia and Australias engagement in Asia. 4 0 obj Students participate in PDHPE for 1.5 to 2.5 hours each week. {{ lastName }}, Selective high schools and opportunity classes, Attendance matters resources for schools, Office 365 Multi-Factor Authentication Settings, How to develop effective scope and sequences, Child protection and respectful relationships education, Sexuality and sexual health education resources, Professional learning and support Sexuality and sexual health education. There is also a separate overview for each school to use to map their. Core 2: Factors Affecting Performance The child protection education curriculum support materials are optional to guide teachers in the implementation of child protection education as part of the mandatory PDHPE K-10 Syllabus. Click to download . Games and Sport 2. In K-6. loading essentials, You . current practice in SEL for other KLAs or areas of the school curriculum. Students will develop and apply interpersonal and self management skills to build relationships, demonstrate cooperation and communicate respectfully in the class and small groups. Programming. {{ lastName }}, Selective high schools and opportunity classes, Attendance matters resources for schools, Office 365 Multi-Factor Authentication Settings. % Students will also consider contextual factors that influence the safety of a situation and develop safety plans to lower their level of risk. information that may support teachers with delivery of the teaching and learning activities. Contact us. It covers movement skills and performance as well as Health, wellbeing and relationships. The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. unit (DOCX 5.1MB), Stage 2 'How can I use tactics to be successful in games?' Stage 1 - Geography Unit of Work.Based around Visual literacy quality texts including - Uno's . Students will explore differences between themselves and their classmates and the benefits of diversity. The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. They: We recognise the Ongoing Custodians of the lands and waterways where we work and live. Advice about maintaining professional relationships with secondary students (DOCX 72.5KB), A touchy subject: Advice about the use of touch in PDHPE (66.4KB), Sample stage based child protection education information letters available in various languages. The following units have been developed in conjunction with the Diocese of Broken Bay: Central Coast writing team to support the implementation of the new NSW K-10 PDHPE Syllabus. The Assessment Task requires students to complete the following:Students are required to practically apply, This Stage 4 Assessment Task has been designed using the model of differentiation known as SOLO Taxonomy (Surface, Deep and Transfer) in alignment with the unit 'Risky Business?'. Information about working in or operating early childhood education services including outside school hours care. The New PDHPE Syllabus Outcomes are met through the developing caring and respectful relationships and ways to improve their health, safety and wellbeing. Stage 1. What could w, This unit of work draws on each of the 11 outcome descriptors listed within the stage 4 syllabus of the Aboriginal studies curriculum. We strive to ensure every Aboriginal and Torres Strait Islander learner in NSW achieves their potential through education. Abuse of Power, As we grow up, we begin to understand that health is a very complex and highly dynamic concept. How can we include others and build respectful relationships? FAQ They will develop and apply interpersonal and self-management skills to plan for safety online and offline, protect themselves and promote supportive upstander behaviour. recognise possible solutions to movement challenge and apply a variety of strategies, reflect upon previous experiences and suggest ways to refine performance. Information about working in or operating early childhood education services including outside school hours care. They will build their understanding of connection and belonging by identifying groups they belong to and recognising behaviours which include and exclude others. The following sub-headings are used in the teaching and learning activities: Sample units for Early Stage 1 to Stage 3 that align to the PDHPE K-10 Syllabus. Use picture books to develop historical concepts, skills, knowledge and understandings. dMVgTJ9Z~hd~Rv-h?!gciX#8W;[MdxoR oy|%Cl1~@4;mu-se9*a+ /KT Iu#X3rNoA Information about working in or operating early childhood education services including outside school hours care. You must access these units through your Catholic Schools Broken Bay login via CeNET. Teachers may choose to use alternative learning tools and activities that best meet student needs. KidsMatter Early Stage 1 SEL Map. Download a printable version (PDF 32750KB) that includes all units of work, support resources, and additional support information. We recognise the Ongoing Custodians of the lands and waterways where we work and live. You will also find a Teacher's Handbook. This is a group for sharing resources and ideas for teaching Years K-12. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Worksheets 5. Early Stage 1 'How do I keep myself and others safe?' Plus, information for parents including how to choose a service and supporting your child for their transition to school. Teaching Presentations 3. unit (DOCX 724.96KB), Stage 1 'How can I solve problems while moving? <>>> Early Stage 1 'How can I solve problems while moving? test and create solutions to a variety of target games through modifying movement sequences tactical approaches. Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. Stage 3 - Odd Year. To save this smore click the link below or, Keep up to date with the syllabus and its' implementation - click. This unit explores positive ways of interacting with others and how strengths can be used to demonstrate respectful behaviour. They use movement skills to solve game-based problems. Staff self-assessment (DOCX 61KB) and Interpreting student data in PDHPE (DOCX 51KB) provide further support for schools when engaging in the implementation process. Stage 1 - Even Year. Through this unit, students will investigate the need for establishing boundaries in relationships. unit (DOCX 7.9 MB), Stage 3 'How can I use tactics to be successful in games?' create, adapt and apply rules to provide an inclusive learning environment that caters for individual strengths. There are five lessons in this program. unit (DOCX 4.8MB). unit PDHPE - K-6 A unit of learning for each stage that allows students to test and create solutions to physical challenges through movement. resource types. Error Early Stage 1. Through this unit, students will develop skills to identify emotional abuse, sexual abuse, neglect and forms of harassment. It also fosters the development of communication, collaboration, consultation and problem solving; the neces, This unit plan has been created in alignment with the 'Being My Best Self' student booklet and teacher resource that may be accessed here: https://www.teacherspayteachers.com/Product/PDHPE-Stage-5-Unit-Being-My-Best-Self-7607256The Being My Best Self Unit Plan explicitly links to the PDHPE K-10 Syllabus (NESA, 2018) and includes outcomes, skills, content, propositions, general capabilities and cross-curriculum priorities. x=r?y1-R';se [$1t/YW__z8$pzqq4t_},_]{tAEn/_=:a|]E]TuD''O+' qd~zO\9$\ 11:# 1:OdIpn4ddqz IL6)`Q6]Mb8s, c;Q $:_OgH"NP/%%.UfS]M8W]9bmb=E/\P\.^b}:dbM&MpEQ>>N,W~/^zwK(/C~wX?8%[|K8UC9Z57U~HhIxk x. xSVD*GI!pT+&e6B)I^s(W\) fjLi| sVG8Y@>8>rye >EI@&Dg:rk}]V9&|Wbw"CN& ouB,#9?RJ.-7 Why was the risk taken?4. Early Stage 1 to Stage 3 Early Stage 1 Stage 1 Stage 2 Stage 3 Keeping myself safe It has been designed to facilitate teachers in th, Be a Health Activist is an integrative unit that focuses on the power individuals possess in creating meaningful change in relation their own health and wellbeing, as well as the skills necessary to empower and support the health of others. Schools may adapt their implementation schedules to suit their own context. ES1 Checklists . %PDF-1.5 Professional Practice for HPE 1 - EDHP2002 Year - 2023 . endobj explore feelings associated with competition, overcoming challenges to develop resilience, how to support others and the importance of positive communication. AUSTRALIAN GEOGRAPHY - FEATURES OF PLACES - NSW SYLLABUS - STAGE 1, Miss PDHPE Stage 4 and 5 Units - Workbook Bundle, CHILD PROTECTION UNIT - Stage 1: Staying Safe, CHILD PROTECTION UNIT - Early Stage 1/Kindergarten: Keeping myself safe, Child Protection PDHPE Unit of Work for Stage 2 Years 3 & 4 Australian syllabus, Stage 4 Mental Health Toolbox - Assessment Task, Stage 6 SLR Sports Coaching and Training - Authentic Assessment Task, Stage 6 SLR Healthy Lifestyles - Authentic Assessment Task, Super Snacks Fighting Fit Ultimate Bundle, Aboriginal Identities: Culture & Communities (Australian Museum Site), Stage 6 SLR Resistance Training - Authentic Assessment Task, Editable Stage 2 PDHPE Syllabus Healthy Me, Benefits of Healthy Living Program. Information about working in or operating early childhood education services including outside school hours care. 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, 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, 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.
