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NSW K–6Customised PDHPE workbook unit listings

Customise your workbookComplete your school’s details and select your workbook units on the content creator form for years K–6, 7–10 PDHPE, 9 & 10 PASS and email these to your Pearson contact:

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The choice is yours Please reference these modules on the content creator form at the back (e.g. Chapter 1: 4a)

Order K–6 resources by 20 August 2018 for 2018 delivery

Stage 11g | All about me Students identify and appreciate their abilities, differences and interests to investigate their own personal

identity. They explore the similarities and differences between themselves and others to examine their own uniqueness. Students will consider and reflect on their relationships with their family and friends and investigate how they can communicate their appreciation of the special attributes and qualities of these people.

Unit outcomes: GDS1.9, IRS1.11, COS1.1, INS1.3, V1, V2, V3, V6

1h | Choose safety Students develop skills and knowledge in recognising and responding to unsafe situations relating to their personal safety. Emphasis is given to listening to body warning signals and seeking assistance immediately if a situation feels uncomfortable. Students also learn to distinguish between keeping good and bad secrets, and between appropriate and inappropriate touching. Students identify the trusted adults in their lives that they can turn to if they need help or are worried about anything.

Unit outcomes: PHS1.12, SLS1.13, DMS1.2, COS1.1, INS1.3, PSS1.5, V1, V2, V4

1i | Getting along with others Students explore the important relationships within their lives. They examine the way in which they can contribute to building positive relationships with the important people in their lives. They investigate how they interact, communicate, collaborate and cooperate with their family, friends, peers and the groups to which they belong.

Unit outcomes: IRS1.11, COS1.1, INS1.3, V1, V2, V3, V6

1j | Hop, step and jump Students combine the features of movement composition to perform in a range of contexts and environments. By participating in different activities, students demonstrate their ability to respond to stimuli, improvise movements, provide and make use of constructive feedback to refine movement performances, as well as exploring the elements of space, dynamics, rhythm and timing. Students may use the elements of composition to create and perform dance compositions and gymnastics sequences. Students have the opportunity to build on their fundamental movement and manipulative skills. The focus is on enjoyment and active participation in a broad range of movement contexts to develop movement skill and enhance performance.

Unit outcomes: GSS1.8, DAS1.7, GYS1.10, INS1.3, MOS1.4, COS1.1, V5, V6

1k | Let’s moveStudents examine the components of a balanced lifestyle, explore options for recreation and identify the health benefits of participating in physical activity. Opportunities are provided for students to regularly participate in a variety of enjoyable activities and recreation options, which are designed to positively affect their health.

Unit outcomes: ALS1.6, GDS1.9, COS1.1, DMS1.2, MOS1.4, INS1.3, V3, V4, V5

1f | Play it safe Students learn about safety in a number of contexts—at home, on the farm and on the road. They learn to recognise warning signs and signals, which helps them to decide if a situation is safe or unsafe. They also learn the ‘No, Go, Tell’ strategy for staying safe. Students will be able to identify safety issues in various settings and implement ways to prevent accidents in these environments.

Unit outcomes: SLES1.13, PSES1.5, DMES1.2, V4

Early Stage 11a | Being active Students explore a number of important concepts, such as different ways to be active, and the different

components that create a healthy and balanced lifestyle. They evaluate the need to have a balance of work, rest and leisure, and analyse their own activities to determine if they have balance in their own lives. In order to better understand their own health, students participate in physical activity and identify its effects on the body. They also look at their food habits, discussing food commonly eaten by their family and analysing whether foods eaten are healthy or unhealthy.

Unit outcomes: PHES1.12, ALES1.6, MOES1.4, V4, V5, V6

1b | Be careful out there! Students learn about safety in outdoor environments. They investigate sun safety and learn how to stay protected from the sun. Students gain an understanding of the importance of safety in and around water. They look at emergency situations at home and at school, and identify people who could help them in these situations. Students also explore environmental health, focussing on pollution and investigating ways to be environmentally friendly, as well as learning the concept of recycling.

Unit outcomes: PHES1.12, SLES1.13, INES1.3, DMES1.2, PSES1.5, V4

1c | Healthy choices Students investigate the basic needs of all people. They consider the decisions they make on a daily basis as well as the differences between making a decision independently and having an adult make a decision for them. Students learn about making decisions relating to physical health, including the safe storage of medication, sun safety, disease prevention and accepting personal responsibility for decisions made relating to their own health. They also learn about people who can help them in various situations.

Unit outcomes: GDES1.9, PHES1.12, INES1.3, DMES1.2, V1, V4

1d | Let’s play Students develop various movement skills in this unit, such as locomotor and non-locomotor skills. They learn about elements of movement and dance. Through participating in games and composing a simple dance and gymnastics movement routine, students develop manipulative and movement skills. They also learn to consider safety and fair play when playing games.

Unit outcomes: DAES1.7, GSES1.8, GYES1.10, INES1.3, MOES1.4, V5, V6

1e | My family and friendsStudents explore and analyse their individual strengths and abilities, their likes and dislikes, and their needs and wants. Students also look at what makes them special, what makes a good friend and what constitutes a family. Students learn about how communication and cooperation are essential to positive relationships.

Unit outcomes: GDES1.9, IRES1.11, COES1.1, INES1.3, PSES1.5, V1, V2, V3

1l | Look out! Students identify and explore safety issues common to the road environment. Strategies to prevent accidents in this environment are identified and practised. Aspects of road safety covered include pedestrian safety, passenger safety and safety on wheels. As pedestrians, students learn to recognise signals to help them cross a road safely; as vehicle passengers, they learn how to exit a vehicle safely and the importance of wearing a seatbelt; and as bike riders, students determine safe places to ride and the importance of wearing a helmet.

Unit outcomes: SLS1.13, COS1.1, PSS1.5, DMS1.2, V4

1m | Our environment Students explore the term ‘environment’ and look at pollution in various settings. They are introduced to the concept of the 3 Rs (Reduce, Reuse and Recycle) and how to put these into practice to minimise pollution. Students are familiarised with the recycling symbol to help them recognise environmentally-friendly products. Students learn about safety in aquatic environments, identifying safe places to swim and understanding safety strategies when playing around the water, including emergency procedures. They also review sun protection as an important part of staying safe outdoors. Students investigate emergency procedures in general and who to contact in the case of an emergency, as part of an overall safety strategy.

Unit outcomes: PHS1.12, SLS1.13, COS1.1, DMS1.2, PSS1.5, V4

1n | The human body Students look at the theme of taking care of the human body. Students explore the functions of the skeletal system and the five senses. They recognise the changes that occur as they grow and change. Students identify the importance of a healthy diet and different ways people can care for their bodies. Food allergies are briefly covered as students investigate health services and products available to keep us well. Decision-making is explored in the context of actions and behaviours that arise when we get sick, with a focus on the responsible use of medications.

Unit outcomes: PHS1.12, GDS1.9, SLS1.13, DMS1.2, COS1.1, INS1.3, PSS1.5, V4

1o | Watch your step Students identify and investigate safety issues common to school, home and rural environments. Students learn about the dangers of household appliances, how to identify warning labels on products and how to properly treat pets. The concept of fair play is covered as students work in groups to devise safety strategies and communicate about the dangers in environments examined in this unit.

Unit outcomes: SLS1.13, COS1.1, PSS1.5, DMS1.2, V2, V4

Stage 2

2a | A healthy me Students examine the benefits of a balanced lifestyle. They explore options for recreation, learn about the importance of healthy food habits and consider the factors that influence our food choices. Students also consider and identify health services, products and information available in the local community.Unit outcomes:

ALS2.6, PHS2.12, DMS2.2, INS2.3, V4, V5

2b | Daily decisions Students refine their definition of a drug and look at different examples of drugs. Students learn about the responsible use and storage of medicines, the negative health effects of tobacco, passive smoking and alcohol use. They also explore the labelling of alcoholic drinks. Students explore the decision-making process and apply these steps in making decisions to drug-related issues. It also focuses on developing personal safety strategies as students develop their understanding of recognising and responding to safe and unsafe situations, and practise strategies for seeking assistance.

Unit outcomes: PHS2.12, IRS2.11, SLS2.13, COS2.1, INS2.3, PSS2.5, DMS2.2, V1, V2, V4

2c | Dance, run and play Students develop their competence and confidence in a broad range of dance, gymnastics, games and sports activities. Students are given the necessary time and support to master increasingly complex skills, which will increase their feelings of success and level of enjoyment. They also develop their ability to express themselves through movement.

Unit outcomes: DAS2.7, GSS2.8, GYS2.10, INS2.3, MOS2.4, COS2.1, V5, V6

2d | Growing up Students explore heredity and how characteristics are passed from one generation to the next, investigating their own inherited physical characteristics. They learn about the stages of growth and development, and the milestones that occur during the human lifespan. They reflect on and examine their own development since birth. Drawing on their knowledge of gender characteristics, students establish the difference between touch and inappropriate touch, and the need to establish a support network of trusted adults to support their own growth and development.

Unit outcomes: GDS2.9, COS2.1, INS2.3, V1, V3, V6

2e | Making friends Students identify the importance of friendship in their lives, and differentiate between healthy and unhealthy friendships. They produce ideas for including others in their friendship group and class, and demonstrate awareness for others’ feelings. Students use a range of ways to express their knowledge and understanding of friendship. They work collaboratively to solve problems, participate in class activities and share their views in a coherent way.

Unit outcomes: IRS2.11, GDS2.9, SLS2.13, INS2.3, COS2.1, PSS2.5, DMS2.2, V1, V2, V3, V4

2f | On the go Students explore what it means to be active and how this impacts on the body. They investigate ways to be active, as well as the physiological impacts of physical activity on different body systems. Students assess their own weekly activity program and determine how to overcome any obstacles to keeping active. They also learn about the systems of the body and how these allow us to function.

Unit outcomes: ALS2.6, GDS2.9, DMS2.2, INS2.3, V5, V6

2g | Part of the family Students explore the different types of families that are present in our community. They consider how roles and responsibilities differ in families and how each member contributes to the family unit. Students identify the important people within their own network of family and friends. They investigate the ways in which they can contribute and build effective relationships. Students learn about communication skills to develop positive relationships with others and to assist in resolving conflicts.

Unit outcomes: IRS2.11, COS2.1, INS2.3, PSS2.5, V1, V2, V3

2h | Safety first Students are given the opportunity to identify ways to improve their safety in a variety of environments—at home, in rural settings, on the road and around water. Specifically, students learn about pedestrian safety, passenger safety and safety on wheels, as well as water rescue skills and sun protection strategies. They analyse various scenarios and investigate ways to behave safely in specific environments. Students learn to recognise and respond to safe and unsafe situations, and also to seek assistance.

Unit outcomes: PHS2.12, SLS2.13, PSS2.6, DMS2.2, INS2.3, COS2.1, V4

2i | The world around me Students identify how the world around them affects their wellbeing. They explore the environmental climate of other countries, learn about famous landmarks and identify the differences and similarities between their lives and those of people in other countries. They recognise the role that the physical environment plays in their safety and health, and how the 3 Rs (Reducing, Reusing and Recycling) contribute to improving the environment. Students work collaboratively to solve problems, participate in class activities and share their views in an articulate way.

Unit outcomes: GDS2.9, PHS2.12, INS2.3, COS2.1, PSS2.5, DMS2.2, V1, V2, V3, V4, V6

Stage 3

3a | A new beginning Students explore the changes they have already experienced and those they will experience in their life. They examine the effects these changes have on individuals and the strategies that can be developed and implemented to cope with change. Students reflect on their personal identity and investigate the different influences that affect an individual’s identity. The importance of one’s relationship with their peer group in their growth and development is also analysed. Students explore aspects of safety at school requiring them to analyse situations and promote safe behaviours.

Unit outcomes: GDS3.9, IRS3.11, SLS3.13, COS3.1, DMS3.2, INS3.3, V1, V2, V3, V4, V6

3b | Connections Students explore the importance of developing a personal network. They examine their own relationships and how they can contribute positively to these relationships. Students reflect on the skills required for effective communication by investigating different communication styles, as well as examining how they develop their own skills to become assertive in their communication with others. Students explore family structures and arrangements, and how members are dependent on each other. They reflect on the differing roles and responsibilities within families and how children can achieve greater independence within the family unit. Students examine how they can cooperate and collaborate with others when working in different group situations.

Unit outcomes: IRS3.11, COS3.1, INS3.3, PSS3.5, V1, V2, V3, V4, V6

3c | Feeling good Students will learn about different emotions and how to express them in appropriate ways. They will understand that how they behave impacts on others around them and practise different coping skills for challenging situations. Students will practise positive thinking skills when facing difficulties. They will also identify support networks they can access if they need help with their emotional health.

Unit outcomes: GDS3.9, IRS3.11, COS3.3, DMS3.2, INS3.3, PSS3.5, V2, V3

3d | The great outdoors Students explore how best to enjoy the great outdoors. They consider how human beings impact on the environment and how to better respect the environment, reviewing the 3 Rs. Other outdoors themes such as sun safety and water safety are also explored, with students examining risk factors that can cause sun damage and risk factors in an aquatic environment. Students learn about emergency procedures in responding to situations that could arise in the outdoors.

Unit outcomes: SLS3.13, PHS3.12, COS3.1, INS3.3, DMS3.2, PSS3.5, V4

3e | Growing and changing Students learn about their changing bodies and the diverse emotional and social changes that accompany puberty. Students explore different strategies to cope with minor changes as well as significant life changes, such as the loss of a loved one. Opportunities are provided for students to examine their personal, family and wider community values and appreciate differences amongst their peers. Several activities require students to work in groups and communicate their opinions as part of their own personal growth and development.

Unit outcomes: GDS3.9, INS3.3, DMS3.2, PSS3.5, V1, V2, V4, V6

3f | In good health Students examine the benefits of a balanced lifestyle, explore options for recreation, learn about the importance of healthy food habits and consider the factors that influence our food choices. Students also consider the health services, products and information available in the local community.Unit outcomes:

PHS3.12, ALS3.6, DMS3.2, PSS3.5, V4, V5

3g | Keeping active Students examine their use of leisure time and consider the opportunities for physical activity in their local community. Students learn about the components of physical health and set personal goals to improve their own health. They examine the effects of physical activity on the body and ways to keep active. The systems of the body are reviewed in relation to how they enable the body to function and keep active.

Unit outcomes: ALS3.6, GDS3.9, DMS3.2, PSS3.5, MOS3.4, V4, V5, V6

3h | Move it! Students combine the features of movement composition to perform in a range of contexts and environments. By participating in different activities, students demonstrate their ability to refine movement skills, respond to stimuli, improvise movements, provide and make use of constructive feedback to refine movement performances, and explore the elements of space, dynamics, rhythm and timing. Students may also use the elements of composition to create and perform dance compositions, gymnastics sequences and defensive and offensive strategies in games.

Unit outcomes: GSS3.8, GYS3.10, DAS3.7, MOS3.4, INS3.3, COS3.1, V5, V6

3i | Positive power Students examine their values and learn to appreciate differences among others. They learn about the positive use of power and consider bullying, harassment, coercion and discrimination as examples of the abuse of power. Students also learn about what constitutes child abuse (physical and sexual). Students explore the need to establish a support network of trusted adults. This unit concludes with students considering situations where they feel unsafe and learning effective ways to respond to risky situations.

Unit outcomes: GDS3.9, IRS3.11, SLS3.13, DMS3.2, PSS3.5, V1, V2, V4

3j | Smart choices Students learn about the importance of assessing risks and making informed decisions. They explore the different ways that drugs may be classified and investigate the effects of drugs that are considered legal in our society. In particular, students learn about responsible use and storage of medicines, and the health effects of tobacco, alcohol and caffeine use. Students analyse examples of advertisements promoting drug use and consider the effect drug use has on the community. Students also explore aspects of safety in a number of settings—on the road, at home and on the farm. Students are required to use their problem-solving skills to analyse various situations and promote safe behaviours.

Unit outcomes: PHS3.12, SLS3.13, DMS3.2, COS3.1, INS3.3, PSS3.5, V1, V4

Order K–6 resources by 20 August 2018 for 2018 delivery

Content creator formComplete and return to pablo.illuffirivera@pearson.com • Please complete everything marked with * or we’ll need to return the form to you to complete• Our custom team will then compile your resources• We can email you drafts (please tick in section 4 if drafts are required)

Note: This is not a commitment to order. When you receive your draft copy you will also receive an order form to confirm final numbers.

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Continued over page

Custom production quote request form cont’dContent creator form cont’d3. Your chapter selection for years/stages (please refer to units on previous pages)

*Must complete chapter selection or form will be returned

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*Estimated numbers for Year/Stage:

Year/Stage: Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5 (optional):

Colour of cover: Black Blue Green Navy Orange Pink Purple Red Yellow

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*Estimated numbers for Year/Stage:

Year/Stage: Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5 (optional):

Colour of cover: Black Blue Green Navy Orange Pink Purple Red Yellow

Any other additional information:

*Estimated numbers for Year/Stage:

Year/Stage: Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5 (optional):

Colour of cover: Black Blue Green Navy Orange Pink Purple Red Yellow

Any other additional information:

*Estimated numbers for Year/Stage:

Year/Stage: Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5 (optional):

Colour of cover: Black Blue Green Navy Orange Pink Purple Red Yellow

Any other additional information:

*Estimated numbers for Year/Stage:

Continued over page

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Content creator form cont’dYear/Stage: Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5 (optional):

Colour of cover: Black Blue Green Navy Orange Pink Purple Red Yellow

Any other additional information:

*Estimated numbers for Year/Stage:

Year/Stage: Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5 (optional):

Colour of cover: Black Blue Green Navy Orange Pink Purple Red Yellow

Any other additional information:

*Estimated numbers for Year/Stage:

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5. Please complete this form and attach any relevant documents, and email it to pablo.illuffirivera@pearson.com by 20 August 2018 to ensure delivery in 2018. If you have any questions, please email or call Pablo on 1300 655 916.