Units, Stage 3 – PDHPE
Stage 3 sample units to support implementation of the Personal Development, Health and Physical ÌÇÐÄvlog¹ÙÍø K–6 Syllabus (2024).
Syllabus
© NSW ÌÇÐÄvlog¹ÙÍø Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales
PDHPE K–6 sample units align with the department’s scope and sequence. The structure follows NESA’s sample whole school curriculum plan and is organised on an 8-term-per-stage basis. Eight sample units for Stage 3 will be released in a phased approach across 2025 and 2026.
The Term 1 and Term 5 PDHPE units have had an update. The Road Safety ÌÇÐÄvlog¹ÙÍø lessons have been refined to better reflect alignment to Transport NSW. New graphics have been included in the PE lessons. We recommend downloading and using the new version.
This unit teaches students how to manage life and physical changes, and practice safe behaviours in various settings, including road safety, personal hygiene, self-care and decision-making. They refine movement skills across diverse sports, including Aboriginal and/or Torres Strait Islander games. Students apply interpersonal skills, evaluate goal-setting strategies, and demonstrate their understanding of health and wellbeing through written texts.
This unit teaches students about the importance of emergency plans, fire safety behaviours, decision-making and financial choices that support wellbeing. In PE, students participate in regular physical activity to improve fitness, refine movement skills across various sports, and participate in physical activities to promote motivation and enjoyment. Students develop self-management skills and resilience strategies and effectively respond to feedback.
This unit teaches students to explore how relationships, identity, and wellbeing are shaped by personal strengths, cultural influences, and respectful behaviours. They investigate stereotypes, practise communication and decision-making skills, and apply road safety strategies to real-life scenarios. In PE, students refine movement skills, take on team roles, and apply inclusive practices in games and sports, including those from Aboriginal and/or Torres Strait Islander cultures.
This unit teaches students about positive choices that reduce risks associated with harmful substances. They learn about fire safety behaviours and consider actions to reduce related risks. Students explore the impact of active versus sedentary lifestyles, develop and evaluate a personal plan to increase outdoor activity, and explain its benefits for learning and wellbeing. In PE, they participate in regular physical activity to improve fitness and enjoyment, refining movement skills and strategies across various sports to maintain possession and gain advantage.
Feedback
We value your insights to inform the ongoing refinement of these units. After teaching, we invite you to provide feedback on the unit's effectiveness, what worked well and what could be improved.
To access the survey, scan the QR code or go to .
