Early Stage 1 PDHPE
NESA NSW Curriculum Learning and teaching Comments
experiences
PHE-MSP-01 - Engage the
demonstrates student in various
fundamental movement physical activities
skills and participates such as running,
with others in physical jumping, and
activities balancing through
structured games
and free play. The
student will
participate in
group activities
like little athletics
and soccer which
are team-based
sports to practice
and enhance their
fundamental
movement skills.
PHE-RRS-01 - The curriculum
identifies how respectful includes
relationships and safety discussions and
contribute to wellbeing role-play
scenarios about
respecting others,
sharing, and
expressing
feelings. Activities
also cover safety
rules both at
home and in
public spaces.
- Read books such
as “My body, my
rules”, “From my
head to my toes, I
say what goes”,
and other books
about respecting
body boundaries
as well as
respecting others
PHE-IHW-01 - Teach the student
identifies factors that about different
contribute to identity, aspects of
health and wellbeing identity, such as
personal likes and
dislikes, family
roles, and
community
involvement.
Activities include
drawing pictures
of themselves,
discussing family
traditions, and
learning about
healthy habits.
- Take the student
shopping to learn
about the
different food
groups and what
constitutes
healthy and
nourishing food
PHE-SMI-01 - Activities include
identifies and setting simple
demonstrates self- goals, managing
management and emotions, and
interpersonal skills resolving minor
conflicts through
guided practice.
Role-playing
scenarios help the
student practice
empathy and self-
regulation.
Resources
Homeschool playgroup
Open spaces including local parks, field,
national parks, playgrounds and climbing
trees
Swimming lessons and own backyard
swimming pool
Books, including books on emotions, how to
manage different feelings, healthy eating,
respecting boundaries and respecting the
authority of others over their own body
Indoor play centres
Ways to record learning, achievement and
progress
Observation Checklists:
o Record specific movement skills
demonstrated during physical
activities and games
Digital Portfolio:
o Capture and review video footage of
the student participating in physical
activities to assess skill development
and teamwork.
Daily Logbook:
o Format: A daily journal where the
student and/or educator record daily
achievements, reflections, and
observations.
o Document observations of the
student’s interactions with others and
their understanding of respectful
behaviour and safety
o Purpose: To track daily progress, reflect
on learning experiences, and note any
areas needing attention or
improvement.
Role-play assessments:
o Evaluate the student's ability to role-
play respectful interactions and
adherence to safety rules through
structured activities.
Quarterly Progress Reports:
o Components: Reports filled out at the
end of each term, including:
Student’s Self-Assessment: The
student’s reflections on their
progress and areas of interest.
Educator’s Assessment:
Observations on strengths,
challenges, and achievements.
Goals and Action Plans: Review
of set goals and adjustments
needed for future progress.
o Purpose: To evaluate the student’s
progress in relation to the syllabus
outcomes and adjust learning plans as
necessary.
Activity Table:
o Format: A table detailing specific
learning activities and how they meet
syllabus objectives.
o Contents: Include descriptions of
activities, learning outcomes targeted,
and observations on the student’s
engagement and understanding.
o Purpose: To ensure coverage of the
curriculum and track alignment
between activities and learning
objectives.
Learning time allocation guide
5 hours per week, which includes sporting
activities and homeschool playgroup, as well
as daily physical activity
