Presented & developed by a NSW teacher
Psychologist and counsellor approved
Aligned to the Australian Curriculum
Syllabus & Australian curriculum alignment
On this page:
How our programs aligns with:
Australian curriculum
PDHPE Syllabus NSW (2018 & 2024)
Australian Curriculum alignment:
"This is the best program we've brought into our school!" - head teacher feedback
Australian curriculum HPE focus
Our programs cover:
- Mental health and wellbeing
- Online safety
- Self management and emotional wellbeing
The content of this program supports students with strategies for emotional awareness and regulation, improve body image, and to support their own mental health with strategies.
The content of this program helps students develop protective strategies for managing personal information, self-perception, and online reputation. It also builds their understanding of individual rights and responsibilities when engaging online.
The content of this program supports students to develop positive and respectful relationships with themselves and others.
Bloom Inquiry Cycle
General capabilities
Our programs cover:
Teaching digital safety with protective strategies to safeguard personal information and support mental health.
Develop questions to explore the impact of social media on self-perception and to interpret media content. Apply understanding of these concepts to yourself through reflective practices.
Exploring their thoughts, feelings, and actions regarding social media, body image, and mindset; assessing personal areas for growth; and planning strategies to develop and improve in these areas.
Discussions, comprehension of digital media, reflective journal writing, and use of PDHPE syllabus metalanguage.
Digital Literacy
Critical and creative thinking
Literacy
Personal & social capability
NSW PDHPE Syllabus
Our "Primary" program:
Stage 2
2018 syllabus
PD2-1 explores strategies to manage physical, social and emotional change
PD2-9 demonstrates self-management skills to respond to their own and others’ actions
- Explore strategies to manage physical, social and emotional change
- Explore how success, challenge and overcoming adversity strengthens identity
2024 syllabus
PH2-RRS-02 describes and applies skills and strategies to interact safely in offline and online contexts.
- Describe the importance of protecting personal information online
- Identify unsafe situations in online environments and describe how to seek help
- Identify respectful digital citizen behaviours
- Identify how and when to assertively gain, give or deny consent before information is shared online
- Devise a set of guidelines for maintaining safety when online
Stage 3
2018 syllabus
PD3-2 Investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others.
PD3-10 Selects and uses interpersonal skills to interact respectfully with others to promote inclusion and build connections
- Explore how media and people in the community influence personal attitudes, beliefs, decisions and behaviours
- Investigate and adopt practices that help promote and maintain health, safety and wellbeing
- Plan for responsible and respectful use of mobile devices and social media
2024 syllabus
PH3-RRS-02 explains and applies skills and strategies to interact safely in offline and online contexts
- Identify and apply strategies to contribute to safety in online environments
- Describe and demonstrate ways to report negative, harmful or unsafe situations to trusted adults or in online tools
- Demonstrate and explain how respectful and responsible digital citizen behaviours enhance online safety
- Demonstrate how and when to assertively gain, give or deny consent when sharing information online and promote help-seeking strategies
NSW PDHPE Syllabus
Our "Senior" program:
Stage 4
2018 syllabus
 PD4-2 Examines and demonstrates the role help-seeking strategies and behaviours play in supporting themselves and others
PD4-9 Demonstrates self-management skills to effectively manage complex situations
PD4-10 Applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts
- Explore skills and strategies needed to communicate and engage in relationships in respectful ways
- Propose and develop protective strategies to effectively manage their own personal health, safety and wellbeing
- Recognise potentially unsafe environments and describe strategies to promote their own and others’ health, safety and wellbeing in a variety of real-life situations
- Practise and apply skills and strategies to seek help for themselves and others
2024 syllabus
PH4-RRL-01 explains and applies strategies for promoting safe and respectful relationships in a range of contexts
- Understand rights, responsibilities and social implications of communicating online
- Understand rights, responsibilities and social implications of taking or sharing information, images and videos online
- Assess and demonstrate strategies to regulate screen time and enhance safety and enjoyment in the digital environment
- Explain the impact online content can have on perceptions, behaviours and attitudes
Stage 5
2018 syllabus
PD5-9 Assesses and applies self-management skills to effectively manage complex situations
PD5-8 Designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity
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- Examine how contextual factors influence sense of self and assess the impact this has on individual health, safety, wellbeing and participation in physical activity
- Challenge unrealistic standards about body image and physical appearance
- Evaluate influences on ethical behaviour across a range of relationships, eg online and offline relationships, sharing material on social media
- Investigate media strategies, marketing and influences associated with health issues affecting young people
- Propose, implement and evaluate strategies and actions that influence their own and others’ mental health and wellbeing
2024 syllabus
PH5-RRL-01 evaluates and applies strategies for promoting and maintaining safe and respectful relationships in a range of contexts
- Analyse how interactions in online environments can impact self-esteem, self-worth, identity and reputation
- Examine ethical online behaviour and evaluate the significance of responsible digital citizenship
- Investigate and apply the safe use of technology in forming and maintaining relationships online
- Evaluate a range of strategies that contribute to a safe, inclusive and positive online user experience
Teacher feedback:
"This program is thoughtfully designed to align with the NSW Australian Curriculum and the Australian Education Wellbeing Framework, ensuring its relevance and value."
Enquire for your school:
Student surveys say:
99%
said the program will be informative for other students
98%
of students felt more empowered to accept their bodies
90%
of students had improved knowledge in how to develop a positive mindset​
Reviews:
“I can’t believe how engaged our Stage 5 students are, especially considering it’s Term 4, week 10!”
– Gemma (teacher)
– Gemma (teacher)
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“Our Stage 3 girls were incredibly engaged over the 2 sessions.”
– Bec (teacher)
– Bec (teacher)
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“This is an amazing program, our girls thoroughly enjoyed their sessions.”
– Ally (teacher)
– Ally (teacher)
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“That was not like your average presentation, the girls were so engaged with everything Brooke had to say. Incredibly valuable.”
– Head Teacher
– Head Teacher
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“This is the best program we’ve ever brought into our school.”
– Principal
“Bloom From Within is an incredible resource, providing young girls with the skills to navigate so many prominent issues that are faced in a woman’s life.”
 – Chelsea (teacher)
“The social media was a huge eye opener for so many students and so important for our girls today.”Â
– Bec (teacher)
“The girls learning to value their ‘values’.”Â
– Ally (teacher)
“These sessions provided an engaging and transformative opportunity for my students to build confidence and strengthen their sense of self.”Â
– Anna (teacher)
“The program was thoughtfully designed to align with the NSW Australian Curriculum and the Australian Education Wellbeing Framework, ensuring its relevance and value.”
– Anonymous (teacher)
“This is transformational education for our girls.”
– Anonymous (teacher)
“There was a very clear message for the girls, you are enough.”
– Amanda (principal)
“Providing girls with tools to navigate self-image and negative talk, if not now, later in their lives.”
– Anonymous (teacher)
“Brooke communicated in a way our students could easily understand.”Â
– Teiana (teacher)
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“Brooke created a  safe space from the beginning of the program for curiosity and deeper engagement.”Â
– Anonymous (teacher)
“This is a great program and Brooke is a beautiful human being!”
– Jamie-lee (teacher)
“Brooke delivers with such passion which is what engages the girls straight away.”
–Â Sarah (teacher)
“I loved the incorporation of personal experiences which created a really safe and supportive environment for everyone.”
–Â Anonymous (teacher)Â
“Brooke is so engaging and builds relationships super fast to ensure the kids get the most out of the program.”
– Sarah (wellbeing teacher)
“I thought the presentation was wonderful, it covered topics that are so relevant to girls today. Loved the strategies/tools provided to the girls too.”
– Bec (teacher)
“This was an empowering experience for the Year 6 girls at our school.”
– Anonymous (teacher)
“The workshop was a deeply impactful and meaningful experience for our Year 6 girls, leaving a lasting impression on their confidence and wellbeing.”
– Anna (teacher)
“The opportunity for students to pause and reflect through journal writing was also a wonderful addition. We especially appreciated the open floor for questions.”Â
– Tieana (teacher)
“This program brings
significant value to young women, particularly in
addressing the challenges they are facing with
body image and self-talk.”
– Kirsty (wellbeing support officer)
“We really appreciate you travelling to Narrandera for face to face sessions as we quite often don’t get programs attending due to our location.”
– Anonymous (teacher)
“That was not like your average presentation, the girls were so engaged with everything Brooke had to say. Incredibly valuable.”
– Head Teacher
“The program has helped give me tools to feel more confident in my body”
“Can you come to my high school next year? I’ll talk to the principal because girls need to learn what your teaching!”
“Bloom From Within has taught me not to trust everything I see on the internet.”
“Thank you for teaching me that there is no such thing as a perfect body shape!”
“Brooke taught me how to be more confident in myself, thank you!”
“The Bloom From Within program has helped me to gain confidence in who I am rather then focusing on how my body looks.”
“The program has taught me how to catch my unhelpful thoughts and reframe them to be more helpful.”
“I didn’t realise how important it was to get the worrying thought out of my mind and down onto paper so I could stop the overthinking cycle.”
“I now have the knowledge to focus on how I feel within myself rather then focusing on what others think of me.”
“I liked how you made us feel safe enough to be ourself.”
“Brooke creates such a safe space, I felt I could open up and ask the questions I’ve always wondered about.”
Schools giving their students improved self confidence:
