Consider the following questions when developing teaching and learning units
- What key messages do you want students to take away?
- Why does this learning matter?
Sample units, assessments and other resources
Understanding cultural difference: Aboriginal cultures and their games (DOCX 62 KB) is a Stage 4 integrated unit focusing on developing an understanding and appreciation of Aboriginal cultures through participating in traditional Aboriginal games. Students explore differences in family structure and the nature of relationships. They will regularly reflect on their own family structure and relationships to identify similarities and differences and appreciate what each culture may offer.
Your body is a wonderland (DOCX 75KB) is a Stage 4 integrated unit that encourages students to focus on how the body functions. This includes the impact of hormones on the body, the brain, and the body’s response to hormones in relation to mental health, food and nutrition, and physical activity. The unit aims to empower students to recognise that hormones impact a person’s thoughts, feelings, and actions. Students will challenge messages about identity, physical appearance, and body image and recognise the positive outcomes when their body functions at its full potential. This unit and teacher resource booklet (DOCX 70 KB) was developed by PDHPE staff at Woonona HS.
Stronger together (DOCX 59 KB) is a Stage 4 integrated unit with a sample assessment task and resources. It focuses on developing knowledge and understanding of diversity and inclusion for individuals and the community. Students will develop skills and strategies to support inclusivity as an individual and also within the school and wider community. They will apply these skills in a number of settings and develop empathy for marginalised groups in the community and hopefully use advocacy skills to improve the wellbeing of these individuals. The practical component utilises the concept of T.E.D Games - that is Traditional, Emerging, and Disability Games. This unit was developed by PDHPE staff at Macarthur Girls HS.
Getting to know games (DOCX 64 KB) is a Stage 4 unit that allows students to learn and refine fundamental movement skills in a range of game contexts. Students will participate in a variety of movement activities to demonstrate and enhance body control, body awareness, object manipulation, anticipation, and timing. Students will participate in competitive and non-competitive, individual and team physical activities and evaluate the degree to which they meet their needs and interests. After lessons students will be involved in the discussion of the performance of the skills and activities. The focus of discussion will be the interchangeability of skills across a range of contexts and the importance of practice.
Net and court games (DOCX 65 KB) is a practical unit designed for stage 4. Students develop and refine movement skills and strategies to net/court games. Examples include volleyball, Newcombe ball, European handball, paddle tennis, and table tennis. Emphasis is placed on the opportunity skill development provides for enhancing participation in lifelong physical activity. The focus of discussion will be the interchangeability of skills across a range of contexts and the importance of practice.
Pass it on – invasion games (DOCX 51 KB) is a Stage 4 unit that allows students to develop offensive and defensive skills in a range of games through modified and traditional participation. Examples include touch, flag football, Oztag, soccer, hockey, basketball, ultimate frisbee and sofcrosse. Focus is on students being exposed to effective recognised strategies as well as developing their own tactics.
Moving in time (DOCX 48 KB) is a Stage 4 unit that allows students to develop skills through participation in a range of rhythmic and expressive activities. Students use the elements of composition to create and perform compositions and sequences and identify the relevant components of fitness.
On target (DOCX 76 KB) is a Stage 4 unit that allows students to demonstrate movement skills through a range of experiences including skill development, tactical play, minor games and major games. Students develop and refine movements and strategies relating to target games.
Skills and strategies for striking/fielding games (DOCX 660 KB) is a practical unit of work focused on developing the skills and strategies required for striking and fielding games. Developed to support the PDHPE K-10 syllabus for years 7 or 8.
The following Stage 5 learning sequences are available in our PDHPE statewide staffroom.
Stronger together – promoting inclusion. A learning sequence aimed at developing knowledge and understanding of diversity and inclusion for individuals and the community. Students will develop skills and strategies to support inclusivity as an individual and also within the school and wider community.
Design a modified physical activity. Individually or in groups, students design a modified physical activity to promote safe participation in practical situations.
Are you really what you eat? This learning sequence is designed to develop critical thinking skills concerning health consumerism and health literacy. Students will analyse and plan for healthy eating habits and recognise their contribution to a positive sense of self and holistic wellbeing.
Connect me, include me, empower me. How do I stay connected? In this sequence, students explore why connection, inclusion and empowerment are important for the health, safety, wellbeing and physical activity levels of the wider community.
Time for a health check. A learning sequence to examine the impact of hormones on the body, brain and mental health. The sequence aims to empower students to recognise influences on a person’s thoughts, feelings and actions.
Who do I believe? A learning sequence aimed at exploring the influence of social media on students’ views of social norms. Developing health literacy is the focus of this unit. Students will be encouraged to interrogate and assess information and services designed for young people to identify reliable sources of information and help for a variety of current and future challenges.
Nutrition problem solver. In this activity, students will work as a group to solve a nutrition related problem. They will create a campaign and marketing strategy to address a food and nutrition related issues facing experienced by young people. This will assist students to develop and refine their health literacy skills.
How can I be active and how much physical activity is enough? (Active lifestyles) A learning sequence where students plan changes to their lifestyle to improve their body functions and achieve positive outcomes for themselves and others.
Overarm throw Stage 4 peer assessment (DOCX 566 KB) is a peer assessment task for Stage 4 focused on a student's ability to demonstrate competence in the overarm throw and the ability to make decisions in relation to using the overarm throw in game situations.
Solving a tactical problem – invasion games Stage 4 assessment task (DOCX 57 KB) is a Stage 4 assessment task which encourages students to demonstrate their ability to solve a tactical problem such as maintaining possession of the ball in an invasion game situation.
Two handed strike peer and self Stage 4 assessment (DOCX 120 KB) is an assessment task for Stage 4 focused on a student's ability to demonstrate competence in the two handed strike and the ability to make decisions in relation to using the two handed strike in game situations.
Decision making in net/wall games Stage 4 assessment task (DOCX 48 KB) is an assessment task for Stage 4 focused on a student's ability to make decisions in net/wall and court game situations.
Game skill execution Stage 4 peer assessment task – Stage 4 (DOCX 47 KB) is designed to focus on a student's ability to efficiently execute selected skills in net/ wall and court games.
Using space in striking fielding games Stage 4 assessment task (DOCX 69 KB) encourages students to use a heat track to analyse a batting and/or fielding teams’ performance to gain an understanding of the strategies used to enhance performance in striking and fielding games.
Also available in our PDHPE statewide staffroom is the following task.
Stage 4 Movement sequence composition task. An assessment task designed to be completed in the classroom or at home. It encourages students to be creative as they solve movement challenges.
Being an upstander to bullying: support for everyone (DOCX 123KB)
This Stage 4 learning activity aims to build on student’s knowledge and understanding of upstander behaviour so they can identify attitudes, behaviours or actions which promote inclusiveness and connectedness such as providing and seeking support for themselves and others.
In this Stage 4 learning activity, students will build on their knowledge and understanding of the Stairs to inclusivity to identify attitudes, behaviours or actions which promote inclusiveness and encourage others to move beyond tolerance and acceptance.
Stairs to inclusivity (DOCX 388KB)
In this Stage 4 learning activity, students explore positive actions that can promote inclusivity, and encourage individuals to move beyond the notion of tolerance and acceptance by recognising behaviours that are inclusive.
Cooperative learning (DOCX 48KB)
This Stage 4 learning activity uses movement experiences to develop communication, problem-solving and conflict resolution skills in a variety of situations.
Numbers (DOCX 51KB)
This Stage 4 activity explores grouping and inclusion through movement.
Positive connections (DOCX 63KB)
Through this Stage 4 activity, students extend their understanding of resilience and how it affects our thoughts, feelings and actions.
Developing relationship skills (DOCX 53KB)
Through this Stage 4 activity, students extend their understanding of the influence of people and places on identity and practise skills to establish and manage relationships.
Speed dating STIs (DOCX 49KB)
This Stage 4 activity is based on the concept of “speed dating”. Students research STIs and BBVs, and share what they know with others.
Taking the SOLE out of stereotypes (DOCX 51KB)
This Stage 4 learning activity includes a critical inquiry approach to PDHPE. The SOLE activity allows students to explore real life problems as they look to question stereotypes and how this impacts their personal identities. Students also take on the role of researchers, as they break down questions and investigate how to respond to a complex question.
True stories (DOCX 55KB)
This Stage 4 activity uses personal stories of young people who have been infected with a sexually transmissible infection and/or a blood borne virus. Students analyse the implications of contracting a STI/ BBV on a young person’s life and propose ways to raise awareness about safe practices.
Exercise your mood. An integrated unit that allows students to consider current and future challenges faced by young people and examine a range of strengths and skills that will support them to manage and respond positively to these challenges.
The following Stage 5 learning sequences are available in our PDHPE statewide staffroom.
Mental fitness. A learning sequence to recognise the importance of sleep and physical activity for positive wellbeing. Students will reflect on their own habits and plan for modifications to improve sleep patterns. They will participate in a mindfulness session and reflect on their own response to mindfulness.
Acknowledging achievements and success. A learning sequence designed to recognise the characteristics of resilience and reflect on these characteristics in relation to their own resilience. Students will assess their personal strengths and skills to achieve a positive outcome in a range of changing situations.
Mythbusters. A learning sequence designed to allow students to examine and critique health information across various learning contexts.
Decoding male body image. In this learning sequence, students will investigate the media messages which influence perceptions and images using male body image as the focus.
Navigating safely through risky business. In this learning sequence students will develop an understanding of the skills, strengths and knowledge required to assist in responding to challenging situations in relation to alcohol and drug use.
Design physical activity options. In this learning sequence students will create physical activity options for themselves and others. They will consider their own needs and the needs of young people and design a circuit with minimal equipment to be completed in their own home or out.
I am confident to move. This learning sequence supports students to reflect on the exercise opportunities available to them in their current environment.
Ready for work. In this learning sequence students will learn how to apply their strengths and understanding of the features of a quality resume to create and use a personalised resume.
Media literacy. In this activity students will work to develop their own critical inquiry skills and refine their strengths assisting them to become media literate.
Physical Literacy continuum lessons
A collection of lessons designed that advocate the NSW Physical Literacy continuum in physical education.
- Movement competencies Physical Activity Treasure Hunt (3 hours) (DOCX
- Tactical movement Physical Activity Treasure Hunt (3 hours)
- Motivation and behavioural skills Physical Activity Treasure Hunt (3 hours)
- Personal and social attributes Physical Activity Treasure Hunt (3 hours)
Design a modified activity Stage 5 assessment task (DOCX 46 KB) allows students to design a modified physical activity to improve performance and promote safe participation in practical situations. Students teach the rest of the class in pairs and participate in the modified game.
Ballroom blitz Stage 5 assessment task (DOCX 46 KB) encourages students to choreograph and perform one of the dance styles with a partner. This assessment was originally developed by the PDHPE faculty at Cheltenham Girls High School, as part of a year 9 dance unit.
Game performance Stage 5 assessment task (DOCX 48 KB) is a peer assessment task for Stage 5 focused on a student's ability to demonstrate effective performance in invasion games.
This Stage 5 learning activity uses the skill development model to build opportunities for students to identify, practice and evaluate skills to reduce harms associated with drug use, sexual behaviour and travel to and from parties.
This Stage 5 learning activity aims to develop student understanding and skills to recognise the positive impact to individuals and communities when people chose not to take drugs.
This Stage 5 learning activity aims to develop student understanding and skills to reflect on emotional responses to a variety of situations and demonstrate protective skills and strategies to promote health, safety and wellbeing and manage complex drug and alcohol related situations.