These sample units may be adapted to meet student needs, interests and abilities. Explicit detail accompanies teaching and learning activities to support delivery. Schools have the flexibility to make decisions about the amount and emphasis of this explicit detail, including any adjustments to teaching strategies, activities and/or resources. These units align to the NSW PDHPE K–10 Syllabus and are designed to work with the existing PDHPE sample scope and sequences. Each unit incorporates advice from the NSW Education Standards Authority (NESA) and includes the following elements:

• unit description
• syllabus outcomes
• duration
• stage or year
• range of relevant syllabus content
• integrated learning and teaching activities
• differentiation catering to the range of student abilities and interests
• opportunities to collect evidence of student achievement
• subject-specific requirements
• resources
• reflection and evaluation
• adjustments for students with a disability, where appropriate.

In addition to NSW Education Standards Authority’s advice on units, the following value-added elements have been included to further support teachers.

Key inquiry questions and syllabus content

Syllabus content is addressed in each teaching and learning activity.

Teaching and learning activities

A detailed description of the strategies provided for students to learn, develop and apply knowledge, understanding and skills. The following sub-headings are used in the teaching and learning activities:

• Activity – Verbal instructions and modelled examples assist students to understand skills, concepts, rules and safety considerations. Modelling may be provided through physical demonstration, the use of images, Braille, simplified text and/or video. Allow all students to respond in a way that is inclusive to their learning needs. Examples of alternative ways that a student may respond include a written response, drawn image, role play, digital learning tool and/or visual aid.
• Vocabulary – This supports students to make connections to their learning. Review key vocabulary at the beginning of each lesson and use these terms frequently throughout the relevant activities.
• Variations – suggestions to change the activity in order to further challenge students or adapt to meet specific student needs.
• Teacher notes – information that may support teachers with delivery of the teaching and learning activities. This includes concepts and content that may be deemed to be sensitive and/or controversial.
• Discussion – the suggested discussion opportunities should be delivered in a manner that best suits your context. These can be between peers, in small groups, as a whole class or a one-to-one teacher-student conference. Sample questions and scenarios may be adapted to meet student needs in a manner that is reflective of school and community context.
• Reflection – the suggested reflection links to the essential question that also acts as the unit title. This question guides teaching and learning throughout the unit. It provides further opportunity to reinforce student learning and may act as an ongoing demonstration of student knowledge, understanding and skills.
• Resources – Teachers may choose to use alternative learning tools and activities that best meet student needs. Alternative examples include assistive technology and learning tools and activities from the department's Digital Learning Selector.