Teaching literacy in PDHPE: Stage 4

Unit: Rising to the challenge

Part A: Syllabus links

The activities in this resource link to the NSW Board of Studies Personal Development, Health and Physical Education Years 7–10 Syllabus (2003).

Students learn about: changes and challenges sources of change and challenge, e.g. school, family, friendships identifying fears and feelings experiences that can result in loss and grief responding to loss and grief	Students learn to: develop a realistic sense of their ability to respond to and cope with challenges describe the current challenges that may face young people and predict future challenges accept that grief reactions can result from a range of experiences identify strategies for coping with loss and ways of giving support to others
seeking help benefits of support identifying people and services that provide support accessing support strategies for seeking support supporting others to seek help barriers to accessing support.	enhance their ability to seek help by: establishing individual support networks of adults and peers practising ways of accessing help, e.g. role-play, use of Internet identifying barriers to seeking support, e.g. lack of confidentiality, lack of trust proposing strategies to overcome barriers.

Skills Outcomes

Problem-solving: 4.12 Assesses risks and social influences and reflects on personal experiences to make informed decisions.

Decision-making: 4.16 Clarifies the source and nature of problems and draws on personal skills and support networks to resolve them.

The PDHPE syllabus encourages the concept of assessment for learning. Assessment for learning in PDHPE is designed to provide students with opportunities in the context of everyday classroom activities, as well as planned assessment tasks, to demonstrate their learning and level of achievement of syllabus outcomes.

Teachers need to identify learning activities that will allow evidence of learning to be gathered. Methods of gathering evidence could include teacher observation, questioning, written responses, peer–evaluation and self–evaluation. Assessment should be an integral part of student learning. Activities that provide teachers with opportunities to collect evidence of student learning are bracketed thus Ø throughout the unit. To access relevant teacher notes click on the blue hyperlink.

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