# data[].attributes.attachment_link.authors[].name
State of New South Wales, Department of Education, Australia

# data[].attributes.attachment_link.description
The Digital learning selector helps you make fast decisions about a technology you can use for learning with your class. Find support to get started, contribute new tools and share them with your colleagues.

# data[].attributes.body
Powerpoint presentation

# data[].attributes.body
The Physical Educator

# data[].attributes.body
PPT resource for old syllabus but transferable to new syllabus

# data[].attributes.body
Sport Australia

# data[].attributes.attachment_link.description
There is a group of people in the world today who are more persecuted than anyone else, but they are not political or religious activists. They are girls. Being born a girl means you are more likely to be subjected to violence, disease, poverty and disadvantage than any other group on the planet.

# data[].attributes.body
Harmony week

# data[].attributes.attachment_link.readable_text
Role play, questioning and discussion - A role play style activity that explores the concept of stereotypes and the assumptions that underlie them.

Aims

To introduce or examine the concept of stereotypes.

To raise awareness of assumptions that underlie stereotypes.

Preparation

Cut the profile sheet into the 6 separate profiles.

What to do

Read out the following scenario:

Buck's Bar and Grill is full of diners. The owner discovers that a bag of money has been stolen from an area that only staff has access to. The owner suspects that the employee responsible for taking the bag is still in the restaurant as nobody has left the restaurant in the last 30 minutes and Buck saw the bag of money 20 minutes ago.

Nominate six students to act as the employees and hand each of them a profile. The rest of the class are to act as diners.

The six students introduce themselves to the diners, using the information in the profiles.

Invite the 'diners' to ask the employees questions to try to determine which one is guilty. The 'employees' improvise their answers.

After a period of questioning, the diners form small groups (4-5) and are asked to discuss the information that has been presented and reach consensus on who the guilty employee is.

Each group presents their decision and reasoning to the whole class.

The true culprit is revealed.

Lead a whole group discussion on stereotyping, asking students to reflect on their own thinking, rather than reporting on what other individuals had to say in the small group.

Did we stereotype some of these people? How?

What assumptions did we make about individuals?

What sorts of things cause us to stereotype people?

How does it feel to be stereotyped?

Are stereotypes accurate or do they cause us to believe things that aren't based on facts?

Stereotypes Profile Sheet

Not to be revealed: He has been stealing money from the restaurant for the past few months because Buck won't agree to increasing his salary.

Adapted from a Living in Harmony Funded Project, 'Culture is Cool', Narre Community Learning Centre, VIC, 2003

# data[].attributes.attachment_link.description
Role play, questioning and discussion - A role play style activity that explores the concept of stereotypes and the assumptions that underlie them. To introduce or examine the concept of stereotypes. To raise awareness of assumptions that underlie stereotypes. Cut the profile sheet into the 6 separate profiles.

# data[].attributes.body
Media smart

# data[].attributes.attachment_link.title
Body Image & Advertising 11-14 yrs - Media Smart

# data[].attributes.attachment_link.description
Body Image & Advertising For 11-14 yrs | Key stage 3 These lesson plans support the PSHE Curriculum This lesson focuses on the representation of the male body in the media. Designed for students aged 11-14 years of both genders, it will help them understand how this issue can affect everyone's body confidence.

# data[].attributes.body
The Butterfly Foundation

# data[].attributes.body
National Eating Disorders Collaboration (NEDC)

# data[].attributes.attachment_link.readable_text
Open menu

Tell me more about eating disorders.

We're the National Eating Disorders Collaboration (NEDC). We're working on the prevention and management of eating disorders in Australia. We're an initiative of the Australian Government Department of Health.

# data[].attributes.attachment_link.title
I want info about eating disorders " National Eating Disorders Collaboration (NEDC)

# data[].attributes.attachment_link.description
Open menu Tell me more about eating disorders. We're the National Eating Disorders Collaboration (NEDC). We're working on the prevention and management of eating disorders in Australia. We're an initiative of the Australian Government Department of Health.

# data[].attributes.body
ReachOut Australia

# data[].attributes.attachment_link.readable_text
Body image is just the way you think about your physical self. Healthy body image is when you feel relaxed about your body, whereas unhealthy body image is when you think about your body in a negative way. If you have unhealthy body image, that's okay. There are ways to help; the first step is just to figure out what's causing it in the first place.

What do 'healthy' and 'unhealthy' body image mean?
Healthy body image is about feeling comfortable in your own skin Unhealthy or negative body image is believing your body isn't good enough

Thinking that you look too fat.

Feeling like you're not pretty enough or muscular enough.

Believing that your looks determine your value as a person.

Fixating on trying to change your body shape.

Why do I feel negative about my body, and what can I do about it?
Question what you see in the media
In the media today, you might find an image of 'attractiveness' which doesn't sit right with you. It might not reflect how you or your friends actually look, it might put too much pressure on you to change your size or shape, or it might even be 'airbrushed' digitally, meaning that it is impossible to achieve anyway! Instead
Create helpful media habits
Subtle media messages about body 'perfection' have a sneaky way of working into your mind. Try to:
Find a style which makes you feel comfortable
Fashion can make you feel like you've got to dress a certain way to be attractive. In reality, people find others more attractive when they are their authentic, unique selves. If you use Instagram, there are a lot of accounts which might help you find a style you can be passionate about. A few tips:
Find foods which work for you
Instead of obsessing about calories, start noticing what makes you feel healthy and gives you energy:
Remember that love is about acceptance too
Dating and relationships can take up a huge amount of our lives and our thoughts. But it's important to know that there are more important priorities for your life, especially when they're a source of negativity and a drain on your wellbeing.
Friends and family can be helpful, but also hurtful
Friends or family might say things about your body and how it looks. It can be really tricky to ignore people you hold dear. Remember:

If you still need help

If you're struggling to come to terms with your physical appearance and it's getting you down, have a chat with a health-care professional who can help you to manage your feelings. Additionally, there are support services around the country which can help people in your position. You can also call the Butterfly National Helpline on 1800 ED HOPE for help, support, or if you'd like to feel heard.

# data[].attributes.attachment_link.description
Body image is just the way you think about your physical self. If you have unhealthy body image, that's okay- there are ways to help.

# data[].attributes.body
Make sure you scroll down for the resources

# data[].attributes.attachment_link.readable_text
Over five 45-60 minute sessions, through class discussions, small-group activities, engaging videos and activity worksheets, the workshop covers:

* Unrealistic appearance ideals

* The impact of social media, celebrity culture and advertising

* How to reduce appearance-focused conversations and comparisons

* Body activism and positive behaviour change

Research shows that students who attend the five session workshops have improved body image, higher self-esteem and feel more confident participating in social and academic activities.

If you don't have time to run five sessions, we have session teaching resources that cover the topics in less depth. However, we strongly recommend you deliver the five sessions where possible, as the deeper student engagement has a greater and longer-lasting impact on building positive confidence and self-esteem.

# data[].attributes.attachment_link.title
Self-esteem school resources Confident Me - five sessions

# data[].attributes.attachment_link.description
Over five 45-60 minute sessions, through class discussions, small-group activities, engaging videos and activity worksheets, the workshop covers: * Unrealistic appearance ideals * The impact of social media, celebrity culture and advertising * How to reduce appearance-focused conversations and comparisons * Body activism and positive behaviour change Research shows that students who attend the five session workshops have improved body image, higher self-esteem and feel more confident participating in social and academic activities.

# data[].attributes.attachment_link.readable_text
70% of adolescent girls dislike their bodies

A third of adolescent boys
wished they were bigger.

Body dissatisfaction is a global epidemic affecting our teens ... however YOU have the opportunity to change this.

THE EMBRACE STUDY GUIDE INCLUDES:

48 beautifully designed pages of dynamic and engaging lesson plans and student worksheets

Activities that support teachers to provide students with the skills to foster positive body image

Ideas and strategies for teachers wishing to extend their classroom experience

Video clips from "Embrace" tailored to compliment the activities and lesson plans

PLUS supporting material and background information from body image experts

PURCHASE TODAY

Purchase this program for $99AUD + $12 postage & handling.

WHAT YOU WILL RECEIVE:

A hard copy of the Embrace Education Study Guide

PLUS a USB Lanyard containing:
* Soft copy of the Embrace Education Study Guide
* The full Embrace documentary feature film
* 12 Embrace clips which correspond with the
guide activities

The Embrace Education Study Guide meets the following
Australian Curriculum Achievement Standards:

* The factors that shape identities (ACPPS089)

* How to behave and respond to external influences (ACPPS092)

* How to critique and analyse health information (ACPPS095)

* The effects of the media and role models on our choices and behaviour (ACPPS092)

* The social and political factors that impact community health and wellbeing (ACPPS098)

* Strategies and actions that can improve community health and wellbeing (ACPPS096)

PURCHASE TODAY

Purchase this program for $99AUD + $12 postage & handling.

THANK YOU TO OUR SUPPORTING PARTNERS

+ EVERY ONE OF OUR GENEROUS DONORS

"Brilliant, inspiring and mind changing. Take your daughters, your sons, your mum, your sister, your friends"

# data[].attributes.attachment_link.description
70% of adolescent girls dislike their bodies Body dissatisfaction is a global epidemic affecting our teens ... however YOU have the opportunity to change this.

# data[].attributes.body
Road safety resources

# data[].attributes.attachment_link.readable_text
Skip to content

Please ensure that your browser can use JavaScript and that it is turned on.

Transport for NSW develops and produces road safety education resources to help improve the safety of all school students in NSW. Road-related crashes are the largest cause of death and serious injury among young people. Our resources help students identify and reduce road safety risks, and encourage them to become safer pedestrians, passengers, skateboarders and drivers.

Find out more

Teachers can choose from a range of resources to best suit the needs and abilities of their students. These resources support Personal Development, Health and Physical Education and Stage 6 (Years 11 and 12) Student Wellbeing and Preliminary English.

Login Register

Students are able to engage in a range of activities that encourage safer decision-making through activities that explore statistics, road safety issues and strategies that help keep them safe as a road user.
Access student resources

By joining in their children's road safety education and reinforcing messages about making safe decisions, families can help their children learn to be responsible for their own safety.
Find out more

# data[].attributes.attachment_link.title
On the move | Secondary School Road Safety Education

# data[].attributes.body
Stage 5

# data[].attributes.attachment_link.readable_text
Skip to content

Please ensure that your browser can use JavaScript and that it is turned on.

Resource overview

This resource is driven by a Project Based Learning (PBL) framework that aims to:

address the social norms associated with risk taking behaviour, particularly in road and traffic environments

address the influence of peers on attitudes and behaviours when in road and traffic environments

develop the skills required to effectively resist pressure from peers to engage in high risk road-related behaviours.

Play It Safe is built around the driving question:
How can we promote safer road use amongst young people in our local community?

# data[].attributes.attachment_link.description
Skip to content Please ensure that your browser can use JavaScript and that it is turned on. This resource is driven by a Project Based Learning (PBL) framework that aims to: address the social norms associated with risk taking behaviour, particularly in road and traffic environments address the influence of peers on attitudes and behaviours when in road and traffic environments develop the skills required to effectively resist pressure from peers to engage in high risk road-related behaviours.

# data[].attributes.body
Transport NSW

# data[].attributes.attachment_link.readable_text
To better understand road safety issues and trends, our road crash data is presented via interactive reports. These reports provide evidence for organisations, researchers and the general public to help with the development of education resources, research and road safety programs and initiatives.

Crash and casualty statistics - NSW general view

These reports provide information on casualties and crashes in NSW over a five-year period.

Crash and casualty statistics - Serious injuries view

These displays have road crash data on serious injuries that are matched from police reports to hospital and/or Lifetime Care records, as well as unmatched serious injuries, for hospital stays where a police report could not be matched. See more details in how to use this information.

Crash and casualty statistics - Heavy vehicles view

These reports provide information on casualties and crashes involving heavy vehicles in NSW over a ten-year period

Crash and casualty statistics - LGA view

These reports allow you to analyse road trauma characteristics and trends by Local Government Areas.

Internet Explorer versions 7 and 8 do not correctly display all data fields. We recommend that current browsers be used to view our data displays.

Accessibility

Many of these interactive displays do not comply with WCAG 2.0. If you wish to access this information, please tell us by using our Contact us form and we will respond to your enquiry within 10 working days.

# data[].attributes.attachment_link.description
To better understand road safety issues and trends, our road crash data is presented via interactive reports. These reports provide evidence for organisations, researchers and the general public to help with the development of education resources, research and road safety programs and initiatives. These reports provide information on casualties and crashes in NSW over a five-year period.

# data[].attributes.body
eSafety Commissioner

# data[].attributes.attachment_link.description
Tagged, a multi award winning short film, encourages young people to reflect on the real life consequences caused by cyberbullying, sexting, and a negative digital reputation. The themes of personal and peer safety and responsibility are crucial to maintaining positive online behaviour and digital reputation into adulthood.

# data[].attributes.body
eSafety Commissioner

# data[].attributes.attachment_link.description
Rewrite Your Story is about real life stories, advice and support from your friends, professional help and good vibes only.

# data[].attributes.body
eSafety Commissioner

# data[].attributes.attachment_link.readable_text
Theme 1: ME - How do I fit in the digital world?

Key outcomes:

Introduce students to The YeS Project, inviting them to reflect on their online cultures to identify how they could be improved.

Ignite the potential for students to make positive change in their schools and communities with activities and discussions focusing on challenging the status quo.

Explore students' social and digital worlds including the challenges they encounter.

Download:

Workshop 1: Setting the scene, 60 mins

Introduces students to the program and invites them to establish group norms: to feel that their ideas and differences are valued. This workshop 'sets the scene' by reviewing The YeS Project video and ensuring that students know where they can find support for social or digital challenges they may encounter.

Media: YeS Project video (3 minutes, 6 seconds).

Workshop 2: Digital cultures, 60 mins

Explores how social media platforms and other digital technologies shape the potential for what young people do online. Students link ideas about the affordances of media (what they can do with media) to their feelings. This starts them thinking about which aspects of digital cultures they want to enjoy and use more often, or to imagine how they would like them to be.

Workshop 3: Laws, tech and media, 60 mins

Provides an overview of current legal frameworks for digital and technology-based harassment, abuse and discrimination, including image-based abuse and cyberbullying. It might be a new area for students, or consolidate their knowledge and beliefs from other online safety programs.

Workshop 4: Online images - the good, the bad and the ugly, 60 mins

Explores how different people take, use and make meanings from images. It encourages students to consider the possible negative impact of taking or sharing images, and looks at ways to address this.

Workshop 5: Difference and diversity, 60 mins

Considers how digital cultures are often diverse - and reflect our differences in other settings including schools and local communities. Students explore how assumptions about other people, and what they do, can exclude other people.

Workshop 6: Friendship and digital stress, 60 mins

Invites students to identify the unspoken social norms that shape their digital cultures, including their friends' expectations, and the expectations they have of their friends.

# data[].attributes.attachment_link.description
Theme 1: ME - How do I fit in the digital world? Introduce students to The YeS Project, inviting them to reflect on their online cultures to identify how they could be improved. Ignite the potential for students to make positive change in their schools and communities with activities and discussions focusing on challenging the status quo.

# data[].attributes.headline
Growing and developing healthy relationships

# data[].attributes.subject
Growing and developing healthy relationships

# data[].attributes.body
WA

# data[].attributes.attachment_link.title
Curriculum support for teachers in relationships and sexual health education

# data[].attributes.attachment_link.description
The GDHR website is designed to support and assist Western Australian (WA) teachers, school nurses and schools to provide positive and comprehensive relationships and sexual health education.

# data[].attributes.body
Stage 4 and 5

# data[].attributes.attachment_link.readable_text
This package of resources includes a set of teaching and learning activities for delivery to students in Years 8 , 9 and 10. It aims to educate young people about the impact of gender-based violence and focuses on the key themes of gender, respect, violence and power.

# data[].attributes.attachment_link.title
Building Respectful Relationships - stepping out against gender-based violence

# data[].attributes.attachment_link.description
This package of resources includes a set of teaching and learning activities for delivery to students in Years 8 , 9 and 10. It aims to educate young people about the impact of gender-based violence and focuses on the key themes of gender, respect, violence and power.

# data[].attributes.headline
Resilience, rights and respectful relationships

# data[].attributes.subject
Resilience, rights and respectful relationships

# data[].attributes.body
Stage 5

# data[].attributes.attachment_link.readable_text
The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in primary and secondary schools to develop students' social, emotional and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing. It also reduces antisocial behaviours including engagement in gender-related violence.

The Resilience, Rights and Respectful Relationships (RRRR) learning materials cover eight topics of Social and Emotional Learning across all levels of primary and secondary education: Emotional Literacy; Personal strengths; Positive Coping; Problem Solving; Stress Management; Help Seeking; Gender and Identity; and Positive Gender Relationships.

# data[].attributes.attachment_link.title
Level 9-10 Resilience, Rights and Respectful Relationships

# data[].attributes.attachment_link.description
The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in primary and secondary schools to develop students' social, emotional and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing.

# data[].attributes.headline
Resilience, rights and respectful relationships

# data[].attributes.subject
Resilience, rights and respectful relationships

# data[].attributes.body
Stage 4

# data[].attributes.attachment_link.readable_text
The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in primary and secondary schools to develop students' social, emotional and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing. It also reduces antisocial behaviours including engagement in gender-related violence.

The Resilience, Rights and Respectful Relationships (RRRR) learning materials cover eight topics of Social and Emotional Learning across all levels of primary and secondary education: Emotional Literacy; Personal strengths; Positive Coping; Problem Solving; Stress Management; Help Seeking; Gender and Identity; and Positive Gender Relationships.

# data[].attributes.attachment_link.title
Level 7-8 Resilience, Rights and Respectful Relationships

# data[].attributes.attachment_link.description
The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in primary and secondary schools to develop students' social, emotional and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing.

# data[].attributes.body
Tasmanian Department of Education

# data[].attributes.attachment_link.provider_name
Respectful Relationships | Bullying Stops Here

# data[].attributes.attachment_link.readable_text
Respectful Relationships Education

A collection of resources for use in all Tasmanian Educational contexts, covering birth to year 12.

Respectful Relationships Education ensures that all Tasmanian communities value a culture of respect.
View our resources

Videos, articles, and useful information to help build positive relationships and cultures across our Tasmanian school communities.

Funded through the Tasmanian Government's Combatting Bullying Initiative.
View our resources

# data[].attributes.attachment_link.title
Home - Respectful Relationships | Bullying Stops Here

# data[].attributes.attachment_link.description
Respectful Relationships Education A collection of resources for use in all Tasmanian Educational contexts, covering birth to year 12. Respectful Relationships Education ensures that all Tasmanian communities value a culture of respect.

# data[].attributes.headline
The Practical Guide to Love, Sex and Relationships

# data[].attributes.subject
The Practical Guide to Love, Sex and Relationships

# data[].attributes.body
ARCSHS - La Trobe University

# data[].attributes.attachment_link.provider_name
The Practical Guide to Love, Sex and Relationships

# data[].attributes.attachment_link.title
The Practical Guide to Love, Sex and Relationships

# data[].attributes.attachment_link.description
We've included a video and lesson plan about porn for your Year 8 or above students. Our main concern is that sexually inexperienced young people have the chance to hear an alternative set of standards - that sex can be a mutually enjoyable and consensual experience.

# data[].attributes.body
Victoria

# data[].attributes.attachment_link.readable_text
This new classroom resource was released in 2013 and includes a set of sequential learning activities for students in Years 7-10. An addition to Catching On Early for primary school students and the 2004 Catching on For Years 9 and 10, this resource includes a set of evidence-based learning activities around key topics for adolescents such as body image, sexual health and relationships. Aligned to the AusVELS, the introduction of Catching On Later in conjunction with Catching on Early, ensures that every compulsory year-level is supported by comprehensive sexuality education resources.

# data[].attributes.attachment_link.title
Catching On Later: Sexuality education resources

# data[].attributes.attachment_link.description
This new classroom resource was released in 2013 and includes a set of sequential learning activities for students in Years 7-10. An addition to Catching On Early for primary school students and the 2004 Catching on For Years 9 and 10, this resource includes a set of evidence-based learning activities around key topics for adolescents such as body image, sexual health and relationships.

# data[].attributes.attachment_link.readable_text
Presented by Kids for Kids to Normalise the Conversation!

Period Talk is a fully comprehensive, fun, engaging and informative menstruation specific education program aimed at BOYS and GIRLS in years 5-8 (ages 9-13). A complete stand alone resource that if you're a teacher, can be taught over four weeks and for the mums and dads out there, can be followed at your own pace. The videos are purposefully presented by kids for kids and cover every menstruation topic imaginable:

# data[].attributes.attachment_link.description
Period Talk is a fully comprehensive, fun, engaging and informative menstruation specific education program aimed at BOYS and GIRLS in years 5-8 (ages 9-13). A complete stand alone resource that if you're a teacher, can be taught over four weeks and for the mums and dads out there, can be followed at your own pace.

# data[].attributes.headline
Life Education secondary module resources

# data[].attributes.subject
Life Education secondary module resources

# data[].attributes.attachment_link.readable_text
'Face the Facts' drug education for secondary students impacts decision making, attitudes, and empowers young people to make safer and healthier choices.

The 4 modules: tobacco, alcohol, cannabis and legal/illegal drugs complement secondary health and drug education and are delivered in interactive student-centred workshops to class-sized groups by our educators in your school.

Teachers are supported with comprehensive resources to provide ongoing drug and health education in the classroom.

We also support parents with strategies, tools and tips to help their teenagers navigate decisions they may face with peers and in social situations.

Face the Facts program flyer

Tobacco

Tobacco - Curriculum Links
Tobacco - Pre-visit Activities
Tobacco - Supporting Resources
Tobacco - PPT Slides
Tobacco - Post-visit Activities

Alcohol

Alcohol - Curriculum Links
Alcohol - Pre-visit Activities
Alcohol - Supporting Resources
Alcohol - PPT Slides
Alcohol - Post-visit Activities

Cannabis

Cannabis - Curriculum Links
Cannabis - Pre-visit Activities
Cannabis - Supporting Resources
Cannabis - PPT Slides
Cannabis - Post-visit Activities

Legal and Illegal Drugs

Legal and Illegal - Curriculum Links
Legal and Illegal - Pre-visit Activities
Legal and Illegal - Supporting Resources
Legal and Illegal - PPT Slides
Legal and Illegal - Post-visit Activities

# data[].attributes.attachment_link.description
'Face the Facts' drug education for secondary students impacts decision making, attitudes, and empowers young people to make safer and healthier choices. The 4 modules: tobacco, alcohol, cannabis and legal/illegal drugs complement secondary health and drug education and are delivered in interactive student-centred workshops to class-sized groups by our educators in your school.

# data[].attributes.headline
Social norms approach in secondary schools

# data[].attributes.subject
Social norms approach in secondary schools

# data[].attributes.body
ACER Literature review

# data[].attributes.headline
How are tobacco smokers using e-cigarettes

# data[].attributes.subject
How are tobacco smokers using e-cigarettes

# data[].attributes.body
MJA

# data[].attributes.headline
Drink, drank, drunk: What happens when we drink alcohol in 4 videos

# data[].attributes.subject
Drink, drank, drunk: What happens when we drink alcohol in 4 videos

# data[].attributes.body
The Conversation

# data[].attributes.attachment_link.readable_text
Alcohol is a depressant, a diuretic, and a disinfectant. These generally aren't pleasant attributes, but people have been drinking alcohol for thousands of years - some of the earliest written texts mention or contain recipes for beer, and pottery shards from China show people may have been making alcohol as far back as 7,000BCE.

So what is this special chemical that we've loved to drink for so long?

Well, there are many types of alcoholic drinks - fizzy and flat, hot and cold, fermented and distilled - but all of the alcohol we drink as humans is ethanol based.

The process of how ethanol gets from the glass into your brain is not straight forward. And how quickly it gets to your brain (and whether or not it's quickly broken down by your liver) is down to a variety of factors, one of which it's actually very easy for us to control: whether or not we've eaten.

Let's take a look at what happens after that first sip of alcohol.

The organ that takes on the biggest burden of processing ethanol in our body is the liver.

The liver is one of our largest and most important organs and it performs hundreds of functions, including converting the nutrients in food into something our bodies can actually use.

But there's a reason we apologise to our livers if we've a big night: the liver's other job is processing any toxic substances we ingest into something harmless, or removing them from the body altogether. Which makes it the perfect organ to deal with ethanol.

Most - about 90 to 98% - of the ethanol we consume is processed in the liver, with the remainder either removed in our urine, sweat or when we exhale.

The liver processes alcohol in two distinct steps. The first involves an enzyme called alcohol dehydrogenase (ADH), which breaks down ethanol into a chemical called acetaldehyde. Unfortunately acetaldehyde is actually a toxin, which is why there's a second stage to the process.

Another enzyme - aldehyde dehydrogenase (ALDH) - quickly breaks down acetaldehyde into acetate, which is harmless. It's then either excreted, used to make other molecules or broken down into water and carbon dioxide.

And it's while your liver is slowly processing the ethanol in your system (as quickly as it can) that the remainder makes its way to your brain.

A complicating factor for determining how drunk we're likely to feel after a certain amount of alcohol is that different people will process alcohol at different speeds.

There are many things that impact how quickly the body processes alcohol, including your weight, body composition and hormones, the number of drinks you've had and how quickly you drank them.

But roughly, the liver can effectively process about 1 standard drink in an hour, give or take. Women and men do process alcohol at different speeds, which is why alcohol campaigns often suggest women consume fewer drinks in the first hour than men.

The problems start when you consume more than a standard drink per hour - which is not hard to do, given an average bottle of beer has 1.2 to 1.4 standard drinks, and a restaurant sized glass of wine is about 1.5 standard drinks.

While it can be hard to match up exactly how many drinks equate to how intoxicated you'll feel, your blood alcohol concentration (or BAC) gives a pretty good indication of what most people will feel as they ingest escalating amounts of alcohol.

So what does that actually look like?

Alcohol makes us feel increasing pleasure and relaxation as we drink more, while simultaneously hampering both our ability to make decisions and even move capably, which can lead to dangerous consequences.

The actual recommended intake for adults is just two standard drinks a day, which is less than a pint of beer. Realistically, many Australians often drink more than this. So the important thing is to be aware of your limits, plan for how much you intend to drink, eat a meal before you begin drinking, and drink responsibly.

Read more: There are four types of drinker - which one are you?

# data[].attributes.attachment_link.title
Drink, drank, drunk: what happens when we drink alcohol in four short videos

# data[].attributes.attachment_link.description
Alcohol is a depressant, a diuretic, and a disinfectant. These generally aren't pleasant attributes, but people have been drinking alcohol for thousands of years - some of the earliest written texts mention or contain recipes for beer, and pottery shards from China show people may have been making alcohol as far back as 7,000BCE.

# data[].attributes.attachment_link.readable_text
Schools promote the health of students within the context of their student welfare initiatives and the Personal Development, Health and Physical Education (PDHPE) programs. These programs provide a framework for supporting the social, physical and emotional health of students.

PDHPE curriculum provides the opportunity for young people to explore issues such as drug use, supportive relationships, sexual health and personal safety that are likely to impact on the health and wellbeing of themselves and others, now and in the future.

The combination of integrated programs and student-centred learning approaches

ensures that health and social issues are addressed in contexts that give them meaning and purpose. It empowers students to acquire deeper understanding that supports more effective development of skills.
Resources
NSW Department of Education and Communities has developed a range of resources that assist schools to deliver effective drug education and to prevent the harm that substance misuse can cause young people.

Find more resources that support drug education below.

Downloads

Syllabus and Supporting Resources

# data[].attributes.attachment_link.description
Schools promote the health of students within the context of their student welfare initiatives and the Personal Development, Health and Physical Education (PDHPE) programs. These programs provide a framework for supporting the social, physical and emotional health of students.

# data[].attributes.headline
Advocating for PDHPE with your school leaders

# data[].attributes.subject
Advocating for PDHPE with your school leaders

# data[].attributes.body
The Conversation

# data[].attributes.attachment_link.readable_text
Federal Sports Minister Bridget McKenzie recently unveiled plans to convince state education and sports ministers to ensure sport and physical education is compulsory in schools.

The physical benefits of getting kids moving have been well recognised to help prevent chronic disease and develop movement habits across their lifespan.

Read more: The rise of the Fitbit kids: a good move or a step too far?

Yet one of McKenzie's key points, to push for mandatory physical education, was based on improving school results.

This statement is an important and positive shift in the education sector. Until recently, bodies and minds were often considered separate entities when it came to education.

Physical education has been perceived as only dealing with the "movement of the body" or the "non-thinking thing". So historically, it has been pushed to the periphery. For example, physical education is yet to be an endorsed focus for the national senior secondary curriculum.

Yet over the past two decades, growing research has strongly recognised the inter-connections between body and mind.

How can movement help a student's brain?

Brain processing takes up about 20% of our total metabolism through cognitive activities like memory, attention and concentration.

This cognition needs a strong flow of fuel (glucose, oxygen) and hormones to activate and enhance the brain's capacity to perform, learn and get rid of waste.

So any prolonged sitting and inactivity can lead to negative cognitive consequences. For instance, inactivity in childhood has been linked to reduced working memory, attention and learning.

A student's brain does not keep itself healthy independently. It is the connection with a healthy, moving body that can help improve brain performance.

Physical activity is also important in developing students' brain structures (cells/neurons) and functioning at an early age.

The human brain is not fully developed until the third decade of life, so getting kids moving can be a powerful academic strategy.

What does the research tell us?

More studies are linking physical activity and improved cognitive function. One of the most globally recognised found primary school students' level of cognitive function increased from just 20 minutes of walking. Students did better in an academic test and had improved attention.

Author provided

Since this study, there have been many other US studies that have established links between physical activity and students' academic performance, including from the north east (with more than 1800 students) and Texas (2.5 million students).

Several large scale reviews have also identified links between physical activity and students' academic performance, for example, grades and test scores.

In Australia, a study of 757 primary school students across 29 primary schools found fitter children had higher NAPLAN scores. Students with specialist physical education teachers also had higher numeracy and literacy scores.

Read more: From grassroots to gold: the role of school sport in Olympic success

There is also evidence of improved cognitive performance (attention, memory, concentration), self-esteem, mental health (reduced depression, anxiety, stress), enjoyment and lesson engagement from school students' participation in physical activity.

What type of physical activity is best?

Researchers are still working out what types, conditions and length of physical activities can have the most effect.

For instance, going for a routine walk requires less decision-making and intensity than completing a Tough Mudder or Ninja Warrior course.

Read more: Why we should put yoga in the Australian school curriculum

Top 5 tips to provide high quality physical activity at school
1. Curriculum
Opportunities to take part in authentic (resembling real-world) games and sports, embedded with reflective and guided thinking opportunities. This can help students develop solutions to movement problems and understand sporting traditions, roles, teamwork and rules.
2. Classroom
Provide active breaks (short break of a few minutes) with simple and/or integrated physical activities like moving to music during prolonged, inactive lessons to improve academic engagement.
3. Recess
Access to a larger variety of mobile equipment can engage students in more creative exploration of physical activities.

Mobile equipment can encourage more variety and choice for students to design complex, evolving physical activities beyond fixed locations.
4. Before and after school
Partnering with national sporting organisations through programs such as Australia's Sporting Schools.

Students can then pursue sports and physical activity beyond those facilitated at school and by the program.
5. Active transport
Set up a walking school bus or bicycle train to plan a safely structured walk or ride to school with one or more adults, depending on air quality, distances to school and busyness of streets.

# data[].attributes.attachment_link.title
Move it, move it: how physical activity at school helps the mind (as well as the body)

# data[].attributes.attachment_link.description
Federal Sports Minister Bridget McKenzie recently unveiled plans to convince state education and sports ministers to ensure sport and physical education is compulsory in schools. The physical benefits of getting kids moving have been well recognised to help prevent chronic disease and develop movement habits across their lifespan.

# data[].attributes.body
NESA

# data[].attributes.attachment_link.description
The syllabus and other support materials for the Personal Development, Health and Physical Education K-10 Syllabus (2018).

# data[].attributes.body
NESA

# data[].attributes.body
NESA

# data[].attributes.attachment_link.title
PDHPE K-10 (2018): Sample unit - Stage 5: Second opinion (student with disability case study) | NSW Education Standards

# data[].attributes.attachment_link.description
Case study : Henry who is in Year 9 and has a diagnosis of language development delay.

# data[].attributes.body
NESA

# data[].attributes.body
NSW DoE

# data[].attributes.body
NSW DoE

# data[].attributes.body
NSW DoE

# data[].attributes.headline
Understanding cultural difference: Aboriginal cultures and their games

# data[].attributes.subject
Understanding cultural difference: Aboriginal cultures and their games

# data[].attributes.body
NSW DoE

# data[].attributes.body
ReachOut.com Australia

# data[].attributes.attachment_link.description
ReachOut Orb is an AU curriculum mapped digital experience designed for Year 9-10 students to build positivity and resilience.

# data[].attributes.body
Aboriginal and Torres Strait Islander histories and cultures

# data[].attributes.attachment_link.readable_text
Who We Are: Brave New Clan is a series of films developed by CAAMA Productions and Reconciliation Australia in partnership with Foxtel that follow the lives of six exceptional young Aboriginal and Torres Strait Islander people who share stories about their communities, histories and cultures in contemporary Australia.

This activity supports students to engage with the film Who We Are: Country/Place, wherein six young Aboriginal and Torres Strait Islander peoples speak about their connection to Country. Their reflections provide an insight into what Country means to Aboriginal and Torres Strait Islander peoples and the complexity of the relationships they have with the land, sea, sky and waterways.

# data[].attributes.attachment_link.keywords[]
who we are country place secondary cool australia reconciliation film

# data[].attributes.attachment_link.description
Who We Are: Brave New Clan is a series of films developed by CAAMA Productions and Reconciliation Australia in partnership with Foxtel that follow the lives of six exceptional young Aboriginal and Torres Strait Islander people who share stories about their communities, histories and cultures in contemporary Australia.

# data[].attributes.body
Aboriginal and Torres Strait Islander histories and cultures

# data[].attributes.attachment_link.readable_text
Students use an ABC Education resource, Noongar people speak about a sense of place, to develop an appreciation of Noongar peoples' conceptualisations of 'place,' as well as place-people interrelationships.

# data[].attributes.attachment_link.keywords[]
sense place noongar local sites secondary country reconciliation

# data[].attributes.attachment_link.description
Students use an ABC Splash resource, 'Noongar people speak about a sense of place,' to develop an appreciation of Noongar peoples' conceptualisations of 'place,' as well as place-people interrelationships.

# data[].attributes.headline
Curriculum renewal: Preparing for implementation - gathering your evidence

# data[].attributes.subject
Curriculum renewal: Preparing for implementation - gathering your evidence

# data[].attributes.body
NESA accredited course

# data[].attributes.attachment_link.readable_text
This online course will provide teachers with a step-by-step process to help them gather the evidence, information and feedback they need to make informed decisions when they begin reviewing and revising their PDHPE programs when the new K-10 PDHPE syllabus is released. During the course we will unpack how significant developments in these areas are driving the need for changes within the PDHPE field.

There are four modules that make up the 5 hour course.

FOR PROFICIENT TEACHERS

Completing the Curriculum renewal - preparing for a new syllabus in PDHPE course will contribute 5 hours of NESA registered PD addressing 1.2.2, 3.6.2 and 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Take this Course

# data[].attributes.attachment_link.title
Curriculum renewal - preparing for a new syllabus in PDHPE

# data[].attributes.attachment_link.description
This online course will provide teachers with a step-by-step process to help them gather the evidence, information and feedback they need to make informed decisions when they begin reviewing and revising their PDHPE programs when the new K-10 PDHPE syllabus is released.

# data[].attributes.headline
Evidence-based programming process - Part 2

# data[].attributes.subject
Evidence-based programming process - Part 2

# data[].attributes.body
Sketchnote

# data[].attributes.headline
Evidence based programming processes - Part 1

# data[].attributes.subject
Evidence based programming processes - Part 1

# data[].attributes.body
Sketchnote

# data[].attributes.headline
Virtual design labs - Register your interest 

# data[].attributes.subject
Virtual design labs - Register your interest 

# data[].attributes.body
Google form - EOI

# data[].attributes.attachment_link.description
Virtual design labs - facilitated through Google Hangouts
4 x 1 hour collaborative sessions - 3 collaborative feedback rounds
Maximum 10 teachers per lab
Walk away with at least 5 quality units of work ready to teach
All for just $99.

# data[].attributes.body
Free webinar

# data[].attributes.attachment_link.readable_text
Through PDHPE, students learn to:

think critically, solve problems and make informed decisions on health, safety, wellbeing and physical activity

explore issues that impact the health, safety and wellbeing of themselves and others

participate in movement experiences that are regular, varied, purposeful, challenging and enjoyable.

Access resources, professional learning and programming advice to support implementation of the PDHPE K-10 syllabus.

Got to NSW Education Standards Authority (NESA) page for PDHPE to access the syllabus and support materials including advice on programming and assessment with sample units for life skill students.

Content endorsed courses

Students also have the opportunity to study other elective NESA content endorsed courses (CEC) in the PDHPE key learning area.

Physical activity and sport studies

In physical activity and sport studies (PASS) students enhance their capacity to participate effectively in physical activity and sport, leading to improved quality of life for themselves and others.

See NESA physical activity and sports studies for further information.

The following resources may assist with the programming and delivery of PASS.

Sporting champions: born or made? (DOCX 64.9KB) - students discuss and think critically about what makes a successful athlete, study examples of athletes born with natural skills and those who developed them through nutrition, training and technology.

Everyone active everyday (DOCX 59.5KB) - students explore physical activity in their local community. To promote regular activity and lifelong health, students design a program using local resources.

Child studies

In child studies, students learn to positively influence the wellbeing and development of children in the critical early years in a range of settings and contexts.

See NESA child studies for further information.

The following resources may assist with the programming and delivery of child studies.

Safety in childhood unit (DOCX 63.8KB) models how to integrate modules of the child studies syllabus. Students explore the factors that affect the health, safety and wellbeing of children and design guidelines for safe home and play area.

# data[].attributes.attachment_link.description
Through PDHPE, students learn to: think critically, solve problems and make informed decisions on health, safety, wellbeing and physical activity explore issues that impact the health, safety and wellbeing of themselves and others participate in movement experiences that are regular, varied, purposeful, challenging and enjoyable.

# data[].attributes.attachment_link.title
Getting Kids Up and Moving Is So Important-Here's How to Make it a Schoolwide Practice

# data[].attributes.attachment_link.description
Get our free printables, including a staff meeting guide, classroom poster, and activity tracker. Classroom movement and activity breaks can have a huge impact on student learning, wellness, and achievement. But it can be a challenge to put it into practice. To make it easier, we've put together this classroom movement kit.

# data[].attributes.body
YouTube channel

# data[].attributes.attachment_link.keywords[]
"elementary pe" "physical education" "fun pe games" "elementary pe games" "warm up games for pe" "elementary physical education"

# data[].attributes.attachment_link.description
Hi, my name is Tyler and I teach elementary physical education. On this channel I hope to inspire and help other physical educators to take their teaching to...

# data[].attributes.body
YouTube videos

# data[].attributes.attachment_link.keywords[]
fitness home gym budge make shift custom workout crossfit

# data[].attributes.attachment_link.description
PE Phys Ed Physical educational games Elementary K-5 Fun engaging activities and students enjoy a lifetime of fitness. Focusing on common core standards, fun...

# data[].attributes.body
scroll down to get to the games links

# data[].attributes.attachment_link.description
Tips on Planning Physical Education Units, Games, Activities, Lesson Plans, Technology Tools and Tons of other awesome and super resources here at The PE Specialist

# data[].attributes.attachment_link.readable_text
The PE games you will find on this site are used by professional physical education teachers as part of successful programs in school gyms - here you'll find amazing ideas for P.E. - tried, tested, and proven by physed teachers and coaches!

Browse the categories at the top to enjoy quick and easy video descriptions to learn a new game for your class! Or visit our YouTube to find the most popular games and get the latest game ideas sent directly to your video feed by subscribing.
Looking for some classic physical education ideas? Looking for something new and unique? ** Grade level specific categories are searchable: Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, and Grade 8 - browse through games that are appropriate for your grade level. HIGHSCHOOLS please note that most of the Grade 8 category games can be used and/or adapted for use at the highschool level - take a look and see what works! ** If you have a favorite PE activity or game idea that you use in your own program and you'd like to share, please send a detailed email to us at physedgames@gmail.com and we will do our best to create a video to add to the list. There are all types of games & activities ranging from sport-specific (soccer, baseball, basketball, volleyball, lead-ups, etc) to LOG's, tag, warm-up, fitness, team-building, dodgeball, literacy, numeracy, etc. Children need at least 90 minutes of exercise a day for healthy development - these games will motivate to get students moving and enjoying learning skills in the gym! So hopefully you will find lots here to help supplement your own program.

PhysedGames is frequently updated with new ideas to try out. We also offer a couple book options (hardcopy and electronic) to add to your physical education library. These book options convert many of the best game videos into more portable text-based and electronic forms. PLEASE NOTE that all games are firstly and always available for FREE in the video viewing format. For those interested, take a look at the popular PHYSEDGAMES TOP 99 (affiliate link) hardcopy book from Amazon or get top-rated Digital File Downloads (PDFs) on Teachers Pay Teachers. A big THANK-YOU goes out to those who support PHYSEDGAMES!

# data[].attributes.attachment_link.description
The PE games you will find on this site are used by professional physical education teachers as part of successful programs in school gyms - here you'll find amazing ideas for P.E. - tried, tested, and proven by physed teachers and coaches!

# data[].attributes.body
Sport Australia

# data[].attributes.attachment_link.description
Sport Australia is determined to have more Australians participating and excelling in sport, from grass-roots right up to the pinnacle of elite competition.

# data[].attributes.headline
Literacy and numeracy based PE game ideas

# data[].attributes.subject
Literacy and numeracy based PE game ideas

# data[].attributes.attachment_link.readable_text
Grade level: K-3
Equipment: None
Game Description: Human Alphabet is a fairly popular early primary level game that gets kids spelling letters with their bodies. Very simply, the students move around in a space (choose a locomotion: run, skip, gallop, etc) and when the teachers calls out a letter (example: "L") then the students must find the nearest person, quickly partner up, get down on the floor, and use their bodies to make the shape of the letter together to spell it. Then get them moving again and call out another letter. And again. And again! This game is another combination of movement skills and literacy. Play along to music, or place down obstacles on the floor to make it more interesting! Or try groups of 3, 4, or more - have them spell words.

Grade level: 1-3
Equipment: None
Game Description: One of the different versions of ABC tag, this one lets students think of words that start with a certain letter, and when they get tagged, they must say the word and/or spell the word out loud before they can get back into the game. Another popular version of ABC tag that you can try out as well goes something like this: students who are tagged try to turn their body into the shape of a letter. Try one or both of these versions of this game in your physical education class!

# data[].attributes.attachment_link.description
Grade level: K-3 Equipment: None Game Description: Human Alphabet is a fairly popular early primary level game that gets kids spelling letters with their bodies.

# data[].attributes.body
NESA

# data[].attributes.body
NESA

# data[].attributes.body
Worksheet

# data[].attributes.body
Australian Food and Grocery Council

# data[].attributes.attachment_link.title
Daily Intake Guide: Healthy eating, made easy. Front-of-pack labelling for food and drink in Australia. - How to read DIG

# data[].attributes.attachment_link.description
Daily Intake Guide - Healthy Eating, Made Easy. Front-of-pack labelling for food and beverages in Australia.

# data[].attributes.body
Stage 4

# data[].attributes.body
Great for parents too!

# data[].attributes.attachment_link.description
© Cancer Council NSW 2018 Head Office Address: 153 Dowling Street, Woolloomooloo NSW 2011 Cancer Council NSW is registered with the Australian Taxation Office as an Income Tax Exempt Charity: Charitable Fundraising Authority No. 18521.

# data[].attributes.body
Adobe Flash required

# data[].attributes.body
Adobe Flash required

# data[].attributes.body
Edith Cowan University

# data[].attributes.attachment_link.readable_text
Watch the video to learn how you and your students can benefit from Refresh.Ed!

Register now and download these materials free from this website!

Use the Quick Find tool to find the Refresh.ED materials you need!

Leave a query or comment to help make these resources better!

Refresh.ED is a resource to help teachers introduce food and nutrition in their classrooms. Edith Cowan University has developed teaching and learning materials for Kindergarten to Year 10. Online professional learning is also available to teachers. Once you register, these materials are free to download from this website. Register now...

Refresh.ED curriculum materials support teaching of the Western Australian Curriculum. They encompass the knowledge, understanding and skills of the Early Years Learning Framework and the Australian Curriculum. As Western Australia adapts the P-10 Australian Curriculum content to suit the specific needs of Western Australian students these materials will be reviewed to ensure alignment with the Western Australian Curriculum and Assessment Outline. Read more...

Latest News

Participate in research and be in a draw to win $100

What motivates and supports primary school teachers to teach food and nutrition? Calling all primary school teachers and final year pre-service primary education students New opportunity to participate in research and be in a draw to win $100 Refresh.ED Manager Margaret Miller is conducting PhD research to investigate what would motivate
Read More..

# data[].attributes.attachment_link.description
Refresh.ED is a resource to help teachers introduce food and nutrition in their classrooms. Edith Cowan University has developed teaching and learning materials for Kindergarten to Year 10. Online professional learning is also available to teachers. Once you register, these materials are free to download from this website. Register now...

# data[].attributes.body
Graphic

# data[].attributes.body
Alternative setup

# data[].attributes.attachment_link.readable_text
Game Time!

This week I'm coming to you with a CLASSIC game that I play every year with my kids. Like most activities - I only play it once a year so kids love it when they walk in and see the game setup. I usually save it for a time when students are coming back from a break and kids would benefit from some team building and cooperative activities.

Aside from the fact that it's an awesome activity, I think my students love it so much because I present the game in a gamified format by creating different levels for each increasingly difficult or complex extension of the game (I do this with most activities, for more examples check out

Check out the video below for an example of me teaching the game to a 3rd grade class at my school:

If you don't have time for the video check out the summary of the game below, or download the free lesson plan at the bottom of this post.

Setup:

I shoot for about 5-7 kids on each team, but you can modify and adjust for different situations. The setup below is for one class, for double classes I would simply double the equipment. To start the game, I give my K-2 students 1 more dot than the members of their team, with 3-5th they get the same number of dots as team members.

Rules:

No sliding or throwing the PE equipment

If any part of your body touches the "water" your entire team must start over

Level 1: Get to the "Island"

In this level students will learn how to get across the river with their team and attempt to make it to the island (gymnastics mats folded up)

Level 2: Cross the River

In this level students will attempt to cross the ENTIRE river. If they make it to the island, it acts as a "Checkpoint" where they can "Save their game". If they fall in after saving their game, they can start over at the island.

Level 3: You Lost a Rock

In this level students once again, attempt to get their entire team to the island - However, you have some bad news for all the teams... The water has picked up and they've lost one of their rocks! They must use creativity and brainstorm a way to get to the island with one less rock. One hint I give kids on this level is "You need to think outside the Box!" 😉 , you can see an example in the instagram post below:

Level 4: Cross the River Again

Same as level 2, but with one less rock this time. Checkpoint stays the same.

Level 5: Double Up

In this level I combine my 4 teams into 2 teams and have them attempt to make it to the island and then combine all of their equipment to go all the way across the river together.

That's the basic outline, but there are tons of variations and different ways to present the game (different equipment, blindfolds, add obstacles to the river, create mines with bowling pins, change the scenario or add more restrictions).

I really love watching the kids play and there are TONS of teachable moments that will happen throughout the game that you can explore with the kids after each level.

I also use this game as one of my Field Day stations each year. The classroom teachers enjoy watching the kids use teamwork and attempt to be the first group to "cross the river"

If you want specifics and a more detailed list of ideas, strategies and variations - you can download my lesson plan for free below:

It's so fun watching kids complete a challenge for the first time - check out the post below to see what I mean 🙂

Got some cool variations of the game not included in the lesson plan? Leave them in the comments below.

# data[].attributes.attachment_link.description
This week I'm coming to you with a CLASSIC game that I play every year with my kids. Like most activities - I only play it once a year so kids love it when they walk in and see the game setup.

# data[].attributes.body
PDF document

# data[].attributes.attachment_link.authors[].name
Board of Studies, Teaching and Educational Standards NSW

# data[].attributes.attachment_link.description
Create primary and secondary teaching programs directly from the Kindergarten to Year 10 NSW syllabuses for the Australian curriculum.

# data[].attributes.body
ACHPER

# data[].attributes.attachment_link.description
Grade level: 5-8 Equipment: Agility ladders, poly spots, exercise mats, other fitness equipment (optional) Game Description: X-Circuit fitness is a fitness activity that can be done with small or large groups. Choose ANY six fitness activities of your choice (plank, lunges, pushups, curls, jumping jacks, etc - the ideas are endless).

# data[].attributes.body
Healthy Active Kids

# data[].attributes.attachment_link.title
Unit 3 - Mental Health and Wellbeing - Healthy Active Kids

# data[].attributes.attachment_link.description
The students will assess the impact of different relationships on personal health and wellbeing. The students will understand the importance of creating connections with others to enhance social health.

# data[].attributes.body
Smiling Mind

# data[].attributes.attachment_link.readable_text
Practice your daily meditation and mindfulness exercises from any device.

Smiling Mind is a unique tool developed by psychologists and educators to help bring balance to your life.

We suggest 10 minutes a day.

What are you waiting for?

DOWNLOAD THE APP NOW AND SEE FOR YOURSELF!

Our App

A daily mindfulness and meditation guide at your fingertips

#1 Apple Health & Wellbeing App 2018 - Australia

Downloaded over 8.3M times

100% evidence based

FREE Programs for children and adults

We suggest 10 minutes a day

What are you waiting for?

DOWNLOAD THE APP NOW AND SEE FOR YOURSELF!

TRY SAYING:

"Hey Google, talk to Smiling Mind"

"Hey Google, do a sleep meditation with Smiling Mind"

"Hey Google, use Smiling Mind to do a relax meditation"

"Hey Google, help me focus with Smiling Mind"

Indigenous Languages Program

We worked with NPY Women's Council to develop a mindfulness program aimed at providing accessible and engaging mental health tools for Aboriginal people of the NPY region. These meditations have been scripted and recorded by senior Anangu women in Pitjantjatjara and Ngaanyatjarra. Thanks to nib foundation for funding this work.

# data[].attributes.attachment_link.description
Smiling Mind is a unique tool developed by psychologists and educators to help bring balance to your life. We suggest 10 minutes a day. What are you waiting for?

# data[].attributes.body
ESafety Commissioner

# data[].attributes.attachment_link.title
Standalone lesson plans for primary classes

# data[].attributes.attachment_link.description
Classroom lesson plans designed to build a range of skills, knowledge and behaviours in students that will help to keep them safe online.

# data[].attributes.body
eSafety resources for Stage 3

# data[].attributes.attachment_link.readable_text
Using this resource

The resource is organised into five Chapters, each exploring a different element of digital intelligence.

Select the game Chapter with the theme that is most relevant to your students. Each Chapter can be used as a standalone teaching resource.

A teacher guide (handbook) is provided, as well as a lesson plan with supporting slides for each Chapter.

Use the handbook to answer questions about gameplay and guide discussion. Use the handbook and lesson plans together to help students understand the impact of their choices on the Chapter outcomes and apply the lessons learned to real-life scenarios.

You can also send your students the link to the student homepage and let them explore on their own.
Student home
Each lesson plan follows a similar pattern:

Pre-game activity: Students complete the pre-game activity for the chosen Chapter before they start to play.

Play game: The game can be played individually or in pairs. Throughout the game players will have conversations with characters where they make good decisions; play mini-games, such as puzzles and decoding games; explore the fictional, futuristic world in which the game is set. Once players complete a game Chapter, they are rewarded with the chance to compete in a race at the Drone Racing Championships.

Feedback: At the end of each Chapter, students receive feedback on their choices and their strengths in the particular skill demonstrated.

Post-game activities: The lesson plans and slides provide a range of short activities to allow students to reflect on their actions and the consequences of their decisions during gameplay. Teachers are encouraged to choose activities that are relevant to the needs of their class.

Install the game

The game is available on most platforms and can be played on a desktop or mobile device.

Visit our support  page for installation instructions, Tech Guide and troubleshooting FAQ, as well as end-user licence agreements.

Materials: 5 x PDF lesson plans, 5 x slide decks, 1 x teacher guide (handbook) or download materials for individual Chapters below.

Structure

Each game Chapter explores a different element of digital intelligence, where the main character helps the student explore social and emotional skills from a different perspective. There are five Chapters available.

Mean Meme (Topic: Empathy Gameplay: 20 mins Lesson: 15 to 55 mins)

The Petition (Topic: Resilience Gameplay: 20 mins Lesson: 5 to 55 mins)

The Championships (Topic: Respect Gameplay: 20 mins Lesson: 15 to 60 mins)

Shockwave (Topic: Responsibility Gameplay: 20 mins Lesson: 5 to 70 mins)

Revelation (Topic: Critical thinking Gameplay: 20 mins Lesson: 5 to 60 mins)

Mean Meme

20 mins game, 15 to 60 mins lesson

Keywords:

Empathy, seeking support, self-care, emotional wellbeing, respecting others, showing compassion

Purpose:

understand the importance of having empathy and how it can affect our emotions or the way we view a situation

develop strategies to practise empathy in our daily lives

develop strategies to seek support

Chapter outline: Amid the excitement of drone racing action, a controversial video goes viral and causes friendships to be tested. Students play as social butterfly Koleen, and will need to ask themselves and their friends some hard questions to help understand how simple acts can have devastating consequences. They will need to be mindful of their emotions and show empathy for those around them as they try to help a friend avert a crisis unfolding on social media.

Materials: 1 x PDF lesson plan, 1 x slide deck, 1 x teacher guide (handbook)

The Petition

20 mins game, 15 to 55 mins lesson

Keywords:

Resilience; self-awareness; self-management; characteristic strengths; emotional, social, physical wellbeing

Purpose:

understand how 'resilience' impacts on social, emotional and physical wellbeing

develop strategies to build and apply resilience techniques in challenging situations

Chapter outline: Tensions continue to rise between the factions as the Drone Racing Championships approach. Playing as Suley, a newcomer to South Coast City, students will need to work hard and keep a cool head to counter the online harassment targeting Sunwalkers. Will the community continue to be divided by their differences, or can players show resilience and use social media to spread positive vibes?

Materials: 1 x PDF lesson plan, 1 x slide deck, 1 x teacher guide (handbook)

The Championships

20 mins game, 15 to 60 mins lesson

Keywords:

Respect for self, others and community, empathy and kindness, valuing diversity, ethical decision making, self-awareness, promoting inclusivity

Purpose:

understand the effects of our choice of words on ourselves and others

understand the importance of mutual respect in our exchanges

think about appropriate responses to dealing with conflicting opinions

understand how diversity enriches our communities

Chapter outline: In the lead up to the much-anticipated Drone Racing Championships, excitement spills over into tension as negative social media posts and strange happenings set the community on edge and cause arguments. Playing as Tomasz, an enthusiastic young drone racer, students will need to navigate social media, use technology and demonstrate respect to solve problems and help others see they are valued despite their differences.

Materials: 1 x PDF lesson plan, 1 x slide deck, 1 x teacher guide (handbook)

Shockwave

20 mins game, 15 to 70 mins lesson

Keywords:

Online risks, rights, responsibilities, scams, hacks, security, online choices

Purpose:

develop strategies to protect personal information online and take responsible action against potential threats

understand the impact of online decisions on oneself and others

develop strategies to seek support and address issues relating to online safety and security

Chapter outline: With everyone's attention on the Drone Racing Championships, some see an opportunity for mischief and mayhem. Playing as street-smart teenager Anahita, students are responsible for protecting themselves and their friends from a cyber attack. With anonymous hackers looking to wreak havoc, can players keep their wits about them and figure out who to trust?

Materials: 1 x PDF lesson plan, 1 x slide deck, 1 x teacher guide (handbook)

Revelation

20 mins game, 15 to 60 mins lesson

Keywords:

Critical thinking, fake news, online hate, misinformation, credibility, analysis, informed judgement

Purpose:

critically analyse the credibility of information sources online

understand the different ways online messages can be expressed to influence thinking

develop strategies to seek out reliable information sources online

Chapter outline: In the aftermath of the recent cyber attack, it seems no one can be trusted. From the newsroom to Chirpy, everyone is talking, but who is telling the truth? Playing as headstrong, young journalist Abigail, students are tasked with investigating the cyber attack. They will need to use critical thinking and sharp observation skills to follow the clues, piece together the facts and disrupt the hacker threat.

Materials: 1 x PDF lesson plan, 1 x slide deck, 1 x teacher guide (handbook)

# data[].attributes.attachment_link.description
Using this resource The resource is organised into five Chapters, each exploring a different element of digital intelligence. Select the game Chapter with the theme that is most relevant to your students. Each Chapter can be used as a standalone teaching resource.