Rivendell School
PDHPE Stage 4 and 5 booklet
NAME: ______________________
CLASS: _________
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WHAT SHAPES MY IDENTITY?
1. Draw a picture of yourself and your favourite things in the box
below.
2. Name some of the things you have drawn in the box above.
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3. How does it make you feel when you do the things above?
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4. List your strengths and abilities in the following categories in the
table below.
Sporting
Academic
Artistic/creative
Characteristics
Example.
Good at counting
Example. Good at drawingExample. Caring
Example. Can skip 5 times
in
a row
5. Draw the flag/s where you and your family come from.
Country ______________________
Country ______________________
6. List some things that are unique to your culture. Examples can
include types of food, clothing, values, traditions, etc.
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5
HOW CAN CHANGE AND
CHALLENGES BE MANAGED?
1. Colour the body parts accordingly:
Colour the hands
purple
Colour the
underarms yellow
Colour the feet
red
Colour the
shoulders orange
Colour the genital
areas blue
2. How do the following body parts change during adolescents?
Hands
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Underarms
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Feet
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Shoulders
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Genitals
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3. Number the life stages in order from 1 to 10.
4. Name changes that occur during each life stage.
Conception ________________________________________________________
Prenatal
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Birth
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Childhood _________________________________________________________
Puberty
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Adolescence ________________________________________________________
Adulthood __________________________________________________________
Middle Age _________________________________________________________
Old Age ____________________________________________________________
Death ______________________________________________________________
5. Read the book ‘Hair in funny places’ by Babette Cole. Summarise
the main points of the book below.
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HOW CAN WE ESTABLISH AND
MAINTAIN RESPECTFUL
RELATIONSHIPS?
1. Name the types of relationships that exist.
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2. List positive and negative behaviours/indicators of a
relationship.
Positive behaviours/indicators of a healthy
Negative behaviours/indicators of an
relationship
unhealthy relationship
Example. Cooperation
Example. Verbal abuse
3. Draw two images that represent healthy and unhealthy
relationships.
Positive representation of a healthy
relationship
Negative representation of an unhealthy
relationship
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4. List positive things that can be done or said in a range of
relationships.
Example. Help your grandparent carry in the groceries.
5. Identify the emotions and types of relationships presented
below.
Emotion/s: Happy, joyful, relaxed
Relationship: Family
Emotion/s:
Relationship:
Emotion/s:
Relationship:
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Emotion/s:
Relationship:
13
WHAT FACTORS INFLUENCE HEALTH,
SAFETY, WELLBEING AND
PARTICIPATION IN PHYSICAL
ACTIVITY?
1. Draw what being healthy looks like to you.
2. Draw what being unhealthy looks like to you.
3. Match the following term to the appropriate examples.
Physical health
Meeting with a friend to catch up about hobbies
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Mental/emotional health Having enough money to buy things you need and want
Spiritual health
Participating in your favourite sports/activities
Social health
Talking to someone about how you
Economic health
Connecting to a religion or meditating
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4. Describe what this image means.
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5. Name your favourite foods.
6. What cultural foods could you share with others?
7. Circle items that are good for your body to consume every day.
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8. Circle foods that you enjoy eating.
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9. How does food help and maintain your body?
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10. How does physical activity help improve and maintain your
health?
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11. List barriers that impact an individual’s ability to eat well and
participate in physical activity.
Barriers to eating well
Example. Lack of money
Barriers to physical activity
Example. Lack of time
12. List factors influencing choices of food and physical activity.
Influences of eating
Example. Eating takeout because your
family dictate/choose what you eat.
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Influences of physical activity
Example. Good at a sport
HOW CAN WE STAY SAFE IN A
RANGE OF ENVIRONMENTS?
1. Identify areas that are ‘OUT OF BOUNDS’ or considered dangerous in
the school and in the community.
AT SCHOOL
IN THE COMMUNITY
2. How does weather increase risk in the following environments?
On the road
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At the park
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On the oval
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3. Create a mind map of modes of transport and risks that can occur.
Modes of Transport
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Strategies to minimise the risk you are suggested to:
Keep your travel plans, including accommodation details, to yourself.
Don't hitch hike.
Try not to travel at night.
Avoid 'seedier' areas of the cities you visit, especially at night.
Ask your boss/ supervisor for advice on 'safe' versus 'unsafe' local areas.
As a general rule, city streets that include children and women suggest the area
is safe for families.
o Use ATMs during the day, when there are people around.
o If you are mugged, don't fight back. It is better to lose a few dollars and a
wristwatch than get injured.
o Avoid incidents such as fights, riots or civil disturbances at all times.
o
o
o
o
o
o
4. Name and define the following signs.
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5. Task Instructions: Read the following scenario. Explain the potential
risks and outcomes that could have occurred in the scenario as a
result of Lauren who used her mobile phone whilst driving.
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6. Fill in the blanks.
7. What is the purpose of first aid?
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MOVEMENT ACHIEVEMENTS
MOVEMENT tick when achieved
Skipping
o 5 skips in a row
o 10 skips in a row
o Skipped for 30 seconds
Basketball
o Safely participated with peers
o Shot a basket
o Shot two or more baskets in a lesson
o Dribbled the ball up and down the court in under a
minute
Soccer
o Safely participated with peers
o Shot a goal
o Dribbled the ball between cones to improve agility
o Stopped a goal
Archery
o Safely participated with peers
o Stayed behind the safe zone (cones, line, teacher
instructed area)
o Hit the target
Gymnastics
o Safely used an apparatus (vault, beam, mini tramp)
o Held a balance for 30 seconds
o Performed a star jump, tumble turn, tuck jump, etc.
Recreational activities
o Walked for 5-10 minutes
o Jogged for 3+ minutes
o Played Pac-man
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DATE/SIGN
o Played carpet bowls with peers
o Played darts with peers
OUTCOME TRACKER
SYLLABUS OUTCOMES
To be completed by the teacher
ACHIEVED
INDEPENDENTLY
PDLS-1
Recognises strategies to manage current
and future challenges
PDLS-2
Demonstrates help-seeking strategies
and behaviours
PDLS-3
Uses strategies to access health
information and support services
available in the community
PDLS-4
Uses appropriate strategies and
behaviours to establish and maintain
respectful relationships
PDLS-5
Demonstrates a range of movement skills
in a variety of physical activity contexts
PDLS-6
Engages with ways to problem-solve in
physical activity contexts
PDLS-7
Explores factors that enhance health,
safety, wellbeing and participation in
physical activity
PDLS-8
Uses appropriate and safe behaviours to
promote healthy, safe and active
lifestyles in a range of contexts
PDLS-9
Engages with components of a healthy,
safe and balanced lifestyle
PDLS-10
Develops skills for effective selfmanagement
PDLS-11
Uses appropriate interpersonal skills to
engage respectfully with others in a
variety of contexts
PDLS-12
Demonstrates and adapts a range of
movement skills in a variety of contexts
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ACHIEVED
WITH
SUPPORT
WORKING
TOWARDS
COMMENTS/
REGISTRATION/
DATE