Students explore and appreciate how people can have different feelings and responses to different situations and that there are strategies we can use to help regulate our emotions.

Students explore things they are good at and identify how this relates to their enjoyment of the activity. Students discuss their feelings relating to achievement and success.

Students explore the physical features of people and identify similarities and differences between them.

Students develop their understanding of the differences between public and private body parts.

Students can identify the correct names and location of their body parts, including private areas (genitalia). The concept of self-protection is introduced.

Students develop an understanding that having friends makes us feel happy and that personal and social skills are required to build and maintain friendships.

Students identify a range of coping strategies that are useful to deal with anger and other stressful emotions, and practise using these strategies in a range of scenarios.

Students explore things they are good at and identify these as their strengths, and explore how these can change over time.

Students identify individual key developmental milestones from birth to the present and plot on a timeline.

Students consider the ways that a family may change and identify ways to cope with changes.

Students distinguish between friendly and unfriendly behaviour and identify their own ‘getting on with others’ strengths and limitations. Students practise using friendly behaviour with others by expressing giving and receiving compliments.

Students explore the concepts of males and females by looking at the physical, emotional and social similarities and differences.

Students explore the feelings associated with being able to do something by themselves for the first time and reflect on how personal achievements can influence a person’s identity.

Students discuss the changes that take place in families and identify independent activities that they can do to help and cope with these changes.

Students discuss and practise strategies for making new friends and including others in activities and games through practising good playing skills. Feelings such as anxiety and nervousness, and strategies such as resilience and persistence, are discussed.

Students identify external body cues and verbal cues that people demonstrate when they are feeling a range of emotions. They identify how to ‘look’ and ‘listen’ to read these emotions in others and practise reading emotions in others in role-play situations.

Students develop strategies to address discrimination using game-play and scenarios to explore exclusion, prejudice, and discrimination of gender and healthy relationships.

Students identify important personal milestones from birth to present and reflect on how personal achievements and challenges have impacted and influenced their lives.

Students examine how success, challenge and failure strengthen their own personal identity.

Students learn to recognise problems in relationships and develop practical solutions to prevent or manage conflict.

Students develop an understanding of what to do in situations where others are being bullied, that shows empathy and respects the rights of others.

Students explore the implications of intense emotions on self and others and develop personal strategies to cope with the intense emotions that can result from adverse situations and the demands of others.

Students identify and apply resilience skills required to respond positively to challenges and failure such as ways to calm the body; using self-talk and optimistic thinking and help-seeking behaviours.

Students develop a repertoire of strategies to use to protect themselves from bullying. They also examine ways to help someone else that may be being bullied.

Students explore the physical, social and emotional changes that occur throughout a person’s life.

Students explore different messages they get from a range of sources about ideal bodies and the impact these messages have on their own body image.

Students identify and explore the relationship between good and bad social skills. They practise cooperating and collaborating with peers using specific social skills relating to respect, empathy and valuing differences.

Students discuss the similarities and differences between online and face-to-face communication, and research and explore protective strategies to ensure they communicate safely using technology.

Students develop an understanding of the parts and functions of the reproductive systems.

Students discuss the changes that take place in relationships over time and identify feelings and strategies to help and cope with these changes.

Students explore how family, peers and the media influence how individuals interact in given situation.

Students investigate strategies that promote safe practices online.

Students revise their understanding of the parts and functions of the reproductive system.

Students develop an understanding that the changes that occur during puberty affect young people physically, socially and emotionally and that the changes can affect boys and girls differently.

Students investigate body care products required when reaching puberty. They develop an understanding of why they are used, how they should be used and how advertising can influence our purchases.

Students investigate ways to access community resources to seek help about health, safety and wellbeing. They then determine criteria for the credibility of a website and evaluate a range of websites and apps.

Students investigate the possible influence that peers have on making decisions.

Students develop an understanding of the purpose and function of menstruation and conception, and the relationship between the two processes

Students discuss the positives and challenges of using technology to communicate. They also reflect on their own and other people’s online behaviour.

Students identify the qualities of a respectful relationship, problem solve in a range of bullying, harassment and stressful situations and work towards enhancing an existing relationship through the development of an action plan.

Students brainstorm feelings associated with puberty, explore the myths & facts of puberty using the Laugh and learn video as a stimulus and create an illustration of a myth and associated fact.

Students explores the physical, social & emotional changes associated with puberty using the Laugh and learn video as a stimulus and then create a mindmap of positive coping strategies.

Videos and short activities to use with students before they receive their HPV vaccine at school.

Through research, students develop an understanding of the stages of pregnancy and how to keep an unborn child healthy. Students create a poster or movie to promote healthy behaviours to keep the unborn child safe.

Students investigate a range of health information from a variety of sources and decide on which would be most appropriate in dealing with challenging situations.

Students develop their understanding of socially acceptable behaviours and being respectful to others and having respect for themselves by thinking through what's OK and what's not OK in a relationship.

Students watch Kaiyai Girl, an interactive DVD about an Aboriginal Girl, Missy, who is faced with many choices and consequences regarding alcohol and other drugs and sexual health.

Students explore gender stereotypes, respectful relationship qualities and non-consensual image sharing in this 8 sequential session program.

Students analyse how beauty is represented in the media through magazines and the impact this and the perceptions of others have on personal identities.

Students examine how diversity and gender is often represented in the media and the impact this has on personal identities.

Students discuss, illustrate and compare their views and perspectives on being ready for sexual activity.

Students develop an understanding of cyberbullying and the implications of sharing information online.

Students explore the influence technology has on their ability to make healthy and safe choices in relation to sexuality and risk taking.

Students analyse sexual consent and the law through practical scenarios and further develop an understanding of sexual diversity.

Students explore the purpose of health campaigns and identify the components of a successful campaign. In groups, they develop their own campaign with a sexual health theme.

Students explore the impact of sexualised imagery on young people’s sexual identities and sexual behaviours through the use of music clips and newspaper articles.

Students develop an understanding of healthy relationships using fun interactive games, and identify the characteristics of positive and negative relationships.

Students explore effective strategies such as refusal skills, communicating choices, expressing opinions and initiating contingency plans when dealing with challenging relationships.

Students consider the benefits, risks and potential consequences of sexual relationships, and investigate the risks, symptoms and methods of transmission of STIs and BBVs.

Students evaluate and consider options to manage their health, safety and well-being in regards to sexual risk-taking.

Students use a video and a decision mapping process to explore situations where people might be asked to send a sext. Emotional, social, ethical and legal consequences of sending or not sending a sext are unpacked.

Coming soon!

Students explore gender stereotypes, respectful relationship qualities, sex and consent, sexual assault, sexual decision making.

Students use a video and the graffiti wall strategy to develop an understanding of what porn is, how people come across porn, why people access porn and its possible harms. Strategies for dealing with unwanted exposure to porn are also discussed. 

Students research and develop quiz questions about safer sex (websites provided). Teacher combines student's quiz questions to create a class quiz assessment.

Students complete a T/F pre-quiz on BBVs; use a video stimulus and websites (provided) to research BBV transmission/prevention. Findings reported via a choice of radio advert/instagram post/whole class display. 

Students explore legal, physical, social & emotional safety & respectful relationships using placemat strategy and a video stimulus.

Students use a video stimulus, look at condom use stats, brainstorm what safer sex is, reasons why people use/don't use condoms and the life skills required for condom negotiation & use.