Health Education: Year 5 PDHPE Unit, Lesson Plan, and Rationale

This assignment presents a comprehensive Health Education plan for Year 5 students, aligning with the NSW PDHPE syllabus. It includes a detailed scope and sequence outlining content across terms, focusing on Health, Wellbeing, and Relationships, integrated with Healthy, Active Lifestyles. The document further develops a unit of work titled 'Promotion of mental health among children' comprising six lesson plans. The unit addresses key inquiry questions related to managing change, seeking help, building empathy, and developing self-management skills. Each lesson plan incorporates specific activities, resources, and expected outcomes, with formative and summative assessment strategies. The assignment also features a second lesson plan focused on 'Personal identity through Inclusion in the academic setting'. This lesson plan aims to address the needs of slow learners and promote inclusion through various activities. The overall goal is to foster students' self-awareness, interpersonal skills, and understanding of crucial health concepts.

Running head: Health Education 1
Health Education Scope & Sequence, Unit of Work, Lesson Plan, Rationale
Student Name
Institute Name

Running head: Health Education 2
PDHPE Scope and Sequence
Year: 5 CONTENT Year: 6 CONTENT
Term 1
10 weeks
Empathy
-Strand(s) i.e. HWR
- Outcomes: PD3-3
- General capabilities: In this
stage, students are able to
evaluate the influence of
empathy, inclusion and
respect on others and
themselves.
- Cross-curriculum
priorities: Empathy building
through role reversal and
role play technique.
Strand(s)
In Health, Wellbeing and
Relationship (HWR),
student learn Empathy
building through Role
reversal and role play
technique.
Problem Solving
-Strand(s) i.e. HAL
- Outcomes: PD3-5
- General capabilities: In
this stage, students are able
to create and propose the
solution focus strategy.
- Cross-curriculum
priorities: SFA (Solution
focused approach) through
riddles-based stories and
puzzle games.
Strand(s)
In Healthy, Active Lifestyles
(HAL), students learn SAF
(Solution focused approach)
through riddle-based stories
and puzzle games.
Term 2
10 weeks
Managing Change
-Strand(s) i.e. HAL
- Outcomes: PD3-1
- General capabilities: In this
stage, students are capable
of understanding and
applying strategies and
strengths to transition and
life changes.
- Cross-curriculum
priorities: Managing the
change through reinforce
identification.
Strand(s)
In Healthy, Active Lifestyles
(HAL), students learn
managing change through
reinforce the identification
technique.
Safety
-Strand(s) i.e. HAL
- Outcomes (code only):
PD3-6
- General capabilities: In this
stage, students are able to
understand the contextual
differences for danger and
safety.
- Cross-curriculum
priorities: Social awareness
and perspective taking
through exposure to
different scenarios and
Strand(s)
In Health, Wellbeing and
Relationships (HAL),
students learn social
awareness and perspective
taking through exposure to
different scenarios and
pictures.

Running head: Health Education 3
pictures.
Term 3
10 weeks
Self-awareness
-Strand(s) i.e., HAL
- Outcomes: PD3-9
- General capabilities: In this
stage, students can
understand execution of
self-management abilities to
group or personal events.
- Cross-curriculum
priorities:
Self-awareness through a
self-introduction technique.
Strand(s)
In healthy, Active Lifestyles
(HAL), students learn self-
awareness through the self-
introduction technique.
Help
-Strand(s) i.e. HWR
- Outcomes: PD3-2
- General capabilities: In this
stage, students investigate
information, community
resources and strategies to
demonstrate resilience and
seek help for themselves and
others.
- Cross-curriculum
priorities: Communication
through seeking help demo.
Strand(s)
In Health, Wellbeing and
Relationships (HWR),
students learn to
communicate through
seeking help demo.
Term 4
10 weeks
Inclusion
-Strand(s) i.e. HWR
- Outcomes: PD3-10
- General capabilities: In this
stage, students are able to
make interpersonal skills to
regard other for inclusion.
- Cross-curriculum
priorities: Inclusion through
the lesson for the acceptance
and of variety and images.
Strand(s)
In Health, Wellbeing and
Relationships (HWR),
students learn inclusion
through pictures and lessons
for acceptance of diversity.
Respect
-Strand(s) i.e. HWR
- Outcomes: PD3-10
- General capabilities: In this
stage, students grow
interpersonal skills to
admire others for inclusion.
- Cross-curriculum
priorities: Inclusion through
images and acceptance of
the diversity.
Strand(s)
In Health, Wellbeing and
Relationships (HWR),
students learn inclusion
through pictures and the
lesson for acceptance of
variety.

Running head: Health Education 4
Unit of Work
Unit title: Promotion of mental health among children
through Lesson plan Curriculum
Development
Stage/Year: Stage 3
PDHPE
Strand(s)
‘Health, wellbeing and relationships’ Strand
and integrated with the ‘Healthy, safe and
active lifestyles’ Strand
Unit length: Lesson length x number of lessons (i.e. 6)
60 mins each (S3)
Cross-
Curriculum
links:
Life changes
Empathy building
solution focus strategies
Contextual danger
Self-Management
Inclusion
Unit
description:
The present group work offers an informative strategy in brief form to advance the mental health in children through
effective lesson plans. In society, children encounter several changes, therefore it is crucial to enhance mental health in
them. Students mental health progressively get down due to the personal, social and academic demands, concentrating on
curriculum content. Therefore, the purpose of the present lesson plan is to deliver the mentioned issues. Six lesson plans
are included in the present plan. The target results are expected to be achieved, in each lesson plan.
Knowledge and Understanding outcomes: Evidence of learning/assessment strategies
Refer to pp.14-17 of the K-10 PDHPE syllabus (2018)
Write the outcome numbers and descriptors in full
PD3-1: Life changes
PD3-3: Empathy building
PD3-5: solution focus strategies
PD3-6: Contextual danger
PD3-9: Self-Management
PD3-10: Inclusion
Formative and summative
Interpersonal skills such as (I): Communication, Empathy building
demonstrate health and healthy life styles
Self-management such as Solution Focus, Inclusion, self-awareness,
managing change, self-help will develop will help in promoting healthy
life styles.
Skills outcomes:
Interpersonal (I): Empathy building, Communication
Self-management (II): Solution Focus, Inclusion, self-awareness,

Running head: Health Education 5
Managing change, self-help
General capabilities:
PD3-1, 2, 3, 7, 6, 9, 10. In this phase, students are able to
understand and execute strategies and transition and strengths to
life changes, resilience empathy, adapts movement, solution
focus strategies.
Cross-curriculum priorities:
Life changes
Empathy building
solution focus strategies
Contextual danger
Self-Management
Inclusion
Key inquiry questions: Content:
Healthy, wellbeing and relationships
How can we manage change?
How to seek help in the difficult situation?
How to build the solution focus approach?
How to develop empathetic feelings?
How to develop self-management skills?
How to develop high self-concept?
Healthy, wellbeing and relationships
 Investigate strategies and techniques to manage challenges and
transitions. (ACPPS034)
– recognise and understand the type of change
– understanding the individual differences
Investigate strategies to seek from community resources.
(ACPPS053)
– recognise and identify trusted adults in the community
– understanding the individual differences
 Investigate strategies and techniques to develop empathy and inclusion.
(ACPPS056)
– recognise how emotion effect decision making
– understand how emotion can affect relationships
 Investigate strategies and techniques to develop high self-concept.
(ACPPS034)
– identify personal strength and qualities

Running head: Health Education 6
– identify how personal and cultural change over time
Teaching and learning activities/strategies: Resources:
Lesson plan 1: Managing change
In society or context, children face diversities and in response to the individual difference they
respond differently to these societal changes. Discriminatory behaviour at the school home or
society might affect mental health.
Activity and outcome: Through identification of self-management skill at unfavourable
place might be helpful to develop adaptation skill among children. Critical questioning regarding
diverse cultural background would also be helpful.
Lesson Plan 2: Communication
It is important to satisfy the social and personal needs among children through knowledgeable
use of communication.
Activity and outcome. Children will be taught to ask from others for help through role play
technique. Also, how to identify a trustworthy person in social setting for seeking help.
Lesson Plan 3: Empathy Building
Because of egocentrism stage, children are no able to think logically.
Activity and outcome: Children will learn how to wait for their turn and show empathy
through role reversal and role play technique.
Lesson Plan 4: Solution Focused Approach
Critical thinking is helpful to learn solution focus technique.
Activity and outcome: For an example, the oriented role to play such as hid and seek, toys
and puzzle games. The children will be asked to tell about the doll’s expression (weeping or
smiling). Through this, they would be able to identify the cause of their weeping and how the
baby can solve her issues. Multiple solutions will be provided by the children. Similarly,
children will how to understand their problem and to find the suitable solution to that problem.
Lesson Plan 5: Inclusion
Slow learners do not recognize them as the part of the class and discriminate themselves.
Websites, books, and activity sheets,
pictures role play, stories resources will be
used.

Running head: Health Education 7
Activity and outcome: Activities such as card identification, and drawing images will be use to
promote the feeling of inclusion.
Lesson Plan 6: Self-Management
For a safe and healthy lifestyle self-management is crucial for children.
Activity and outcome. Through understanding contextual differences, self-management
techniques will be learned.
Unit evaluation:
How to use the behaviour modification technique for strengthening desirable behaviours among students?
How to develop logical thinking among students?
What are the key factors that inhibit the academic and personal functioning of the students?
What interesting activities should be implemented to promote the student-teacher relationship?
What is your favourite learning style?
What is your favourite teaching style?

Running head: Health Education 8
Lesson Plan
Unit title: Personal identity through Inclusion in the
academic setting
Stage/Year: Stage 3
PDHPE
Strand(s)
‘Health, wellbeing and relationships’ Strand
and integrated with the ‘Healthy, safe and
active lifestyles’ Strand
Unit length: Lesson length x number of lessons (i.e. 1)
60 mins each (S3)
Cross-
Curriculum
links:
Information and Communication technology with curriculum context found to be highly effective for student learning
(David, 2014). To eradicate the exclusion and low self-concept of the slow learners two activities has been designed.
Inclusion
Self-concept
Self-management skills
Unit
description:
The development transition and changes are learned by the student during stage 3. To develop a suitable lesson plan, it is
important to understand their mental and physical development (Srinivas, & Venkatkrishnan, 2016). Specifically, slow
learners face major problems in the classroom, which can be harmful to their mental health. Hence, their level of
comprehension and critical or logical thinking has been described in four primary stages.
Knowledge and Understanding outcomes: Evidence of learning/assessment strategies
Refer to pp.14-17 of the K-10 PDHPE syllabus (2018)
Write the outcome numbers and descriptors in full
PD3-9: Self-Management
PD3-10: Inclusion
Formative and summative
Interpersonal skills such as (I): Communication, Empathy building
demonstrate health and healthy life styles
Self-management such as Solution Focus, Inclusion, self-awareness,
managing change, self-help will develop will help in promoting healthy
life styles.
Skills outcomes:
Self-management (II) Inclusion
General capabilities:
PD3-1, 2, 3, 7, 6, 9, 10. In this stage, students understand and
apply strategies and strengths to life changes and transition,
resilience empathy, adapts movement, solution focus strategies.
Cross-curriculum priorities:
Inclusion

Running head: Health Education 9
High self-concept
Key inquiry questions: Content:
Healthy, wellbeing and relationships
How can we manage change?
How to seek help in the difficult situation?
How to build the solution focus approach?
How to develop empathetic feelings?
How to develop self-management skills?
How to develop high self-concept?
Healthy, wellbeing and relationships
 Investigate strategies and techniques to manage challenges and
transitions. (ACPPS034)
– recognise and understand the type of change
– understanding the individual differences
Investigate strategies to seek from community resources.
(ACPPS053)
– recognise and identify trusted adults in the community
– understanding the individual differences
 Investigate strategies and techniques to develop empathy and inclusion.
(ACPPS056)
– recognise how emotion effect decision making
– understand how emotion can effect relationships
 Investigate strategies and techniques to develop high self-concept.
(ACPPS034)
– identify personal strength and qualities
– identify how personal and cultural change over time
Teaching and learning activities/strategies: Resources:
For student learning the most effective technology within the curriculum context in
communication technology (David, 2014). To eliminate the prohibition and low level of self-
concept which is retain by slow learners to activities have been designed for this purpose.
Activity 1. In the first phase, pre-unit quiz will be conducted and after that, an event
will bring out. Some cards have portrayed of colorful images and the rest of the cards have a
white and black background. The students will make a choice on asking which card would they
like to choose among the given cards. The students will then make a choice according to their
Websites, books, and activity sheets,
pictures role play, stories resources will be
used.

Running head: Health Education 10
likes and dislikes. The chosen card will be helpful to illustrate how diversity is important in the
core of life. This shows that all human beings are different from each other and they can be
encouraged on the basis of their personality traits. Would it be still beautiful, if all the colors
from life would disappear?
Activity 2. With the physical touch, students are more able to get a better view when
they come in touch with the material. To enhance understanding, teachers should provide their
students with tangible material. For this reason, teachers use such kind of things: playful dough
(clay), poster colors, educational rhymes, crayons along with pencil and paper, etc. (Anastasia et
al., 2016). Consequently, the students will be asked to draw a picture by using the color of their
choice.
Moreover, the students will be asked to draw any type of image according to their choice. After
that, the paintings will be displayed for the show, and this would point out that one’s skills are
different from others. As differences will be present in everyone’s drawing this will ensure the
individual differences. The unique traits of every human being differ them from others. This
lesson will be helpful in the way that it will make the students understand the variety of work and
human beings, moreover, students will understand all humans cannot perform in the same way.
This will be helpful to encourage slow learners; they will recognize themselves as part of the
class which increases their self-concept.
Activity 3. When students learn from their age fellows, they get a better understanding
— another effective technique known as role play which can be used to make children better
understand things simply. The bright students and slow learners will perform the opposite role,
bright students will act as slow students and the slow learner will act as bright students. The
students will understand that it is common to be a slow learner or high achiever.
Activity 4. To teach children effectively another teaching strategy can be used by the
teachers i.e., repeating things by generalizing them. For example, when the teacher teaches for
the first time, she can teach through flashcards and images, and next time she can relate things
with real-life situations and later on the role can be played. This will not only help the children to
understand but also give them a strong comprehension with learning skills and finding
knowledge from the outside environment.
Activity 5. Storytelling is another way to attract children. Children are always interested in
listening to stories. Storytelling by the teacher will give a positive outcome for all type of
children. As children are interested in stories and by making associations, they can easily learn

Running head: Health Education 11
different things.
Stories based diversity concepts will be told to the students. Then the stories will be reviewed by
the students and will be asked to tell what should be the moral of the story. Children will be
presented by immediate rewards for their well understanding and giving the most suitable morals
to the story. It will enhance their motivation as well as aid them to develop positive self-concept
(Kudari, 2016; Şahin, Çekin, & Yazıcılar Özçelik, 2018).
All these are interesting and effective strategies which will help the student to learn and to
understand and to retain knowledge about different things for a long period (Thompson, 2016).
Unit evaluation:
How to use the behaviour modification technique for strengthening desirable behaviours among students?
How to develop logical thinking among students?
What are the key factors that inhibit the academic and personal functioning of the students?
What interesting activities should be implemented to promote the student-teacher relationship?
What is your favourite learning style?
What is your favourite teaching style?

Running head: Health Education 12
Rational
It is the right of all children to get an education even if they are normal or suffering from any issue (Haider, 2018). Inclusive education
system accommodates all type of children, having different mental capacities and consideration in its class (Pujar, & Gaonkar, 2018). Students
are placed at different levels in the classroom, in our education system. Some children have a low capability in comparison with other children,
and some children are high accomplisher of the class (Educational Testing Service, 2003).
In the classroom, students with slow learning process face considerable problems, due to this reason lesson scheme, unit of work, scope
and sequence have been plotted for the slow learners. In a classroom, to prosper healthy self-concept and relationship with others, teachers must
sustain their teaching strategies according to the requirement of all type of student (Al-Zoubi, & Younes, 2015). Providing aid to various types of
students in accomplishing learning goals according to their capacity in learning strategy is the crucial element in teaching strategies (Pujar &
Gaonkar, 2018). Learning techniques are very helpful for children learning the process and accomplishing their goals efficiently (Kyan,
Takakura, & Miyagi, 2018). An inclusive system, class teachers, provide help to such type of students by executing special learning plans that
would be helpful for them in achieving their goals with high self-concept (Anastasia et al., 2016).
The PDHPE program is helpful in supporting and encouraging health and healthy lifestyle in studies about their concern towards self-
management skills, interpersonal and academic abilities. In the promotion of healthy living standards for children, PDHPE is providing
thoughtful lesson plans (Ogunsola, Osuolale, & Ojo, 2014). A significant part of the curriculum growth of stage three children is played by
Wellbeing and Relationship strands of PDHPE-K 10 (Ardzejewska, Piscioneril, & Googel, 2014). The concentration on wellbeing and

Running head: Health Education 13
relationship may elicit positive outcomes as, students in phase three encounter life change and struggle to understand empathy and inclusion in
their physical state (Anastasia, Elein, & Effi, 2016). During the placement at school, it has been observed that curriculum without activities are
hard for students to understand the basic concept. Therefore the above, scope and sequence, unit of work and lesson plan been designed to
increase the understanding of the child through curriculum-based activities. The children belong to diverse background, therefore experience
discrimination for their religion, sect, race and ethnicity. The acceptance for diversity has been inculcated to eradicate discrimination at the
school level.
Teachers in the inclusive education system must apply strategies which are based on diverse learning skills to make all type of student
capable of learning their lesson comfortably (Haider, 2018). The reward of acquiring goals to the students, providing motivation, assistance in
task and learning process, are all involved in learning strategies. In the production of better learning outcomes, cross-curricular tasks such as the
use of information and community technologies are helpful (Maganga, 2016). In an inclusion system, these are the learning strategies that were
helpful.

Running head: Health Education 14
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Running head: Health Education 17