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Respect and Responsibility

Promoting values in education

Curriculum Mapping - Personal Development, Health and Physical Education (PDHPE)

Mapping is broken up into:

PDHPE Early Stage 1
Syllabus links Opportunities for learning

Self and Relationships

Students identify personal characteristics and qualities…With self-control, students express feelings and develop positive relationships. They interact with peers in a variety of play and group situations, listening, sharing and showing concern when working with others.

COES1.1, INES1.3, GDES1.9, IRES1.11,

  • Students discuss the people who help them in different situations. They list these people under headings of different situations, eg home, school. Students trace around their hand and draw pictures of important helpers who influence their lives. Display in the classroom.
  • Talk about situations that illicit different emotions such as excitement, happiness and anger. Role play scenarios that depict these emotions and discuss strategies for managing these feelings.
  • Students identify what they are good at, eg solving puzzles, drawing, running. Students take turms at drawing each other doing their favourite things. They label each picture, eg ‘Mardie is good at running.’
  • Brainstorm ways of maintaining friendships. Discuss these and practise some of the skills involved in making friends. Illustrate and/or write about actions students can take when they feel frightened, bullied or upset and who can help them. Create a class display and upload to school website.

Refer to PDHPE K–6 Modules ‘I am Special’ pp 141–143 and ‘Me and My Friends’ pp 191–194

Dimensions of respect and responsibility:

Healthy Choices

Students identify people who can help and describe actions such as ‘no, go, tell’ that might be taken in unsafe situations.

Students make simple decisions in relation to health... Students identify people who can help and describe actions such as ‘no, go, tell’ that might be taken in unsafe situations.

DMES1.2, PSES1.5

  • Talk about healthy food from a variety of cultures. Students collect pictures of these foods and draw a basket of healthy food for Goldilocks to take to Grandma. Students discuss the balance of food types needed.
  • Read a story or nursery rhyme about a character with a dilemma or problem. Students talk about the story and then create a storyboard that includes suggestions about how to help the character feel safe with a sense of belonging.

Refer to PDHPE K–6 Module ‘Healthy Habits’ pp 216–218

Dimensions of respect and responsibility:

PDHPE Stage 1
Syllabus links Opportunities for learning

Self and Relationships

Students describe similarities and differences between themselves and others. Students explore different types of relationships and describe the skills needed to develop and maintain positive relationships. They identify the effects of bullying.

COS1.1, INSI.3, GDS1.9, IRS1.11

  • Talk about family gatherings, celebrations and traditions. Discuss how and why families do things together. Discuss how some family activities differ. Students write about their favourite family gatherings, describing a celebration or tradition specific to their family.
  • Create a collage of people being kind to each other. Throughout the week, students acknowledge the kind acts of others. Students draw and label what they notice. Place the labels around the collage, eg ‘Mohammed took Adam to the sick bay when he fell over’.
  • Gather useful items to send to groups of people in need such as clothing, sports equipment, art supplies. Write cards or letters to these groups or individuals expressing reasons for the donations. Discuss social responsibility and the importance of helping others.
  • Discuss what it feels like when someone is kind to you. Make a plan, as a class, to do something special for another class in the school. Reflect on the experience of being kind to others.
  • Draw the different groups that students belong to, eg scouts, guides, nippers, cultural groups. Students role play the types of groups they belong to and the type of activity that each group performs. Students guess which group is being represented by the specific activity it performs. Discuss how it feels to belong to a group.

Refer to PDHPE K–6 Modules ‘There is Only One ME’ pp 144–146 and ‘Getting Along with Others’ pp 195–199

Dimensions of respect and responsibility:

Fundamental Movement and Physical Activity

…[Students] demonstrate fair play and cooperation in small groups.

DMS1.2, PSS1.5,

  • Describe favourite team games. Students discuss the friendliest ways to form teams so that no-one feels excluded. Share the suggestions with other classes.
  • Brainstorm problems that occur at school, in the playground, on the bus, walking to school etc. Share ways of solving some of these familiar problems eg forgetting lunch, feeling excluded, not sharing. Students draw and label their suggestions. Collate the pages into a book titled, ‘Try This’ and use as a class reference.

Refer to PDHPE K–6 Module ‘Keeping Myself Healthy’ pp 219–222

Dimensions of respect and responsibility:

PDHPE Stage 2
Syllabus links Opportunities for learning

Self and Relationships

Students recognise individual strengths and limitations and they identify characteristics that make them unique…Students explain how positive relationships are formed and the importance of effective communication on feelings and needs in maintaining relationships. They recognise the rights, values and feelings of others and devise strategies to solve problems, recognise and accept differences and manage conflict.

COS2.1, INS2.3, GDS2.9, IRS2.11

  • Identify the various cultural groups represented in the class. In pairs, students find a partner from a different cultural group than themselves and share the customs, music, costumes and food of the culture they are most familiar with.
  • Play board games where groups of players are not based on friendship. Discuss cooperation and the importance of working well together.
  • Discuss the meaning of tolerance and relate it to the students’ experiences. Students share strategies for dealing with intolerance and managing conflict. Role play situations dealing with the topic.
  • Identify special situations unique to particular cultures and compare with another culture eg the way students from different cultures celebrate birthdays. Create a unique tradition for celebrating birthdays in the class. Celebrate the next birthday with the new tradition.
  • Individually list what students do well and what they would like to do better. In pairs, students share their strengths, eg drawing, athletics, dancing. Video students as they follow the process of showing their partner how to learn a new skill.
  • Prepare skits for assembly that focus on friendship, respect and responsibility.
  • Identify situations where students have felt threatened, eg bullying, name calling. Discuss strategies for resolving these situations and identify people who can help. Prepare a poster to display the information around the school and share with other classes.

Refer to PDHPE K–6 Modules ‘My Growing Self’ pp 147–152, ‘Building My Networks’ pp 200–205 and ‘Safety First’ pp 251–256

Dimensions of respect and responsibility:

Healthy Choices

Students…demonstrate an understanding of the decision-making process. …[Students] demonstrate the capacity to deal with unsafe situations including… bullying and harassment.

DMS2.2, PSS2.5

  • Role play a scenario where students from other countries enrol at the school. Students consider the needs and feelings of the family and develop suggestions that will make the transition to the school a happy one. Suggestions that are carefully planned, well considered and carefully thought out can be considered for the school handbook.
  • Read a moral dilemma story with a cultural message. In groups, students discuss the dilemma, listen to all the opinions and make a collaborative decision about their solution to the problem.
  • Present a problem situation eg no jewellery to be worn at school. Students analyse the problem by considering: What is the problem? What can or can’t be done about it? How can we solve it?
  • Discuss ways of achieving the goal for world peace. Students write letters to their Local, Federal Member(s) of Parliament with suggestions that could create harmony and peace in the world.

Refer to PDHPE K–6 Module ‘Daily Decisions’ pp 223–228

Dimensions of respect and responsibility:

PDHPE Stage 3
Syllabus links Opportunities for learning

Self and Relationships

Students describe the factors that influence personal identity…They value the differences between individuals and challenge discrimination and harassment. Students value different roles and responsibilities in relationships, the importance of communication and they practise positive ways to deal with conflict.

COS3.1, INS3.3, GDS3.9, IRS3.11

  • Identify and share incidents of unfair play in aspects of school life such as playing games and sport. Students discuss possible ways to resolve the situation so that it is fair and just.
  • Collect newspaper articles about current global issues. In groups, students select an article and devise ways of solving the global problem, respecting the rights of others to hold different values and attitudes from their own.
  • Attend and/or watch a cultural ceremony, eg ANZAC Day, Remembrance Day, Carnivale. Reflect on the experience and brainstorm feeling and attitudes to the event. Students write a report that reflects the cultural aspects of event.
  • Debate the topic: ‘Friends are important’. Invite community members to adjudicate.
  • Prepare a multimedia presentation that shows the range of influences on personal identity, eg peers, media and cultural beliefs. Students share the feelings that have influenced the way they relate to being respectful and responsible. Share this with another class or invite another school to view presentations.
  • Investigate how to demonstrate respect and responsibility in the school. Each class gathers information and their representative presents the findings at an SRC meeting. SRC representatives collate the information and present their findings at an assembly. Share the information in the school newsletter.
  • Invite community members to the school to discuss their various roles and responsibilities eg a disabled carer may talk about their role as a carer, sibling, parent, friend. Students compare this information with their own set of roles and responsibilities.
  • Conduct a competition where students respond to ‘Living with Diversity’. Presentations could be in the form of a short story, video clip, multimedia presentation, dramatic performance, artwork. Invite members of the community to judge the final presentations.

Refer to PDHPE K–6 Modules ‘Getting It Together’ pp 153–156,’Playing My Part’ pp 206–210 and ‘Safety First pp 251–256

Dimensions of respect and responsibility:

Healthy Choices

[Students] take responsibility for personal decisions, recognising the effects that decisions have on self and others.

DMS3.2, PSS3.5

  • Watch the news and take notes about three major stories. Students work in groups to identify and discuss any culturally significant issues from the information gathered. Select an issue and present both sides of the story.
  • Devise a three-step plan to deal with conflict situations in the playground. Discuss the strategies in groups across different year levels. Students trial the three steps in the playground and share the experience with their group.
  • Plan a Multicultural Day and invite community groups to assist with the day. Seek media coverage of the event.

Refer to PDHPE K–6 Module ‘Considered Choices’ pp 229–235

Dimensions of respect and responsibility:

Fundamental Movement and Physical Activity

…Students demonstrate teamwork…when participating in games.

GSS3.8, IRS3.11, DMS3.2

  • Identify and share incidents of unfair play in aspects of school life such as playing games and sport. Students discuss possible ways to resolve the situation so that everyone feels safe and supported.
  • Participate in physical activities that promote teamwork and cooperation. Discuss the benefits of working together and the importance of fair play.

Dimensions of respect and responsibility:

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