Syllabus & Australian curriculum alignment
On this page:
How our programs aligns with:
Australian curriculum
PDHPE Syllabus NSW (2018, 2024)
Science Syllabus NSW (2018)
Presented & developed by
NSW teachers
Program approved by gynaecologist, endocrinologist, fertility specialist & nurses
Aligned to Australian curriculum
Administering period pain screening from Canberra Health Services
Australian Curriculum alignment:
"You tailored the content to the needs of the cohort and used
age appropriate language and anecdotes to explain key ideas" - Teacher feedback
Australian curriculum HPE focus
Our programs cover:
- Mental health and wellbeing
- Relationships and sexuality
- Food and nutrition
- Health benefits of physical activity
The content of this program supports students with strategies for emotional awareness and regulation, improve body image, and to support their own mental health and build a network of support
The content of this program supports students to develop positive and respectful practices in relation to their reproductive and sexual health and their identities, including the changes of puberty, and practices that support reproductive/ sexual health (contraception, preventing STIs)
The content of this program supports to make healthy, informed food choices and how these are linked to hormones, and their experience of physical, mental and emotional period symptoms
The content of this program supports students to develop knowledge, understanding and skills to make active choices and connects these choices with an impact on heir experience of physical, mental and emotional period symptoms
Cross Curriculum priorities
Our programs cover:
The program teaches students about reusable period-care options like menstrual cups, period underwear and period swimwear. Students learn how low-waste choices can be inclusive and sustainable. These emerging reusable period products are an example of innovation and creativity in sustainably designed solutions that to reduce present and future impacts on environmental, social and economic systems
General capabilities
Our programs cover:
Anatomy and biology definitions, medical key words, PDHPE and Science syllabus metalanguage, mind maps, tables
Hormone and menstrual cycle chart and graph interpretations, temperatures to 2 decimal places, correlation and relationships, statistics and percentages
Develop questions to understand menstrual cycle concepts and interpret health information
Exploring their thoughts, feelings and actions regarding puberty, body image and reproductive health, assessing their personal areas for growth, and planning for growth and improvement in to develop in these areas.
Challenging stigma around menstruation, challenges of menstruation that lead to inequality and period poverty
Literacy
Numeracy
Critical and creative thinking
Personal & social capability
Ethical understanding
NSW PDHPE Syllabus
Our "Cycle Literacy" program:
Stage 3
NSW PDHPE (2018) outcomes:
PD3-1, PD3-2, PD3-3, PD3-6, PD3-7, PD3-9
NSW PDHPE (2024) outcomes:
Stage 3:
- Safe, active and healthy lifestyle choices: PH3-SMI-01
- Identity, health & wellbeing: PH3-IHW-01
- Respectful relationships & safety: PH3-RRS-02
2018 syllabus
Skill Domains: Self Management
Key inquiry questions: How does my uniqueness change over time? (optional add on – please request)
- examine how identity and behaviour are influenced by people, places and the media, for example:
– identify how personal strengths and qualities contribute to identity and inform views
– discuss how personal and cultural identity can change over time, eg influence of media
– explore the factors that influence how individuals interact and the personal choices they make, eg body image, gender stereotypes and expectations, rights and responsibilities in relationships
Key enquiry question: How can I manage transitions and challenges?
- examine change and investigate resources and strategies to manage transition and challenges, for example:
– recognise and understand types of change, eg physical changes, changing feelings towards other people
– understand that individuals experience change associated with puberty at different times, intensity and with different responses, eg menstruation
– explore the function and interrelationship of body systems
– identify and evaluate age-appropriate sources of information to enhance understanding of changes associated with growth and development
– investigate help-seeking strategies to manage changes associated with puberty, eg talking to trusted adults, accessing health products and services
- investigate community resources and ways to seek help about health, safety and wellbeing, for example:
– identify trusted adults in the community who can provide advice and support and discuss ways to access these people in a range of different contexts, eg parents/carers, family, community Elders, community organisations, teachers
– research sources of health information and places where they can seek help about health, safety and wellbeing
Skill Domains: Self Management, Interpersonal skills
Key inquiry question: How responsible am I for my own and others’ health, safety and wellbeing?
- recognise how regular physical activity and movement situations promote enjoyment and positive outcomes for participants, for example:
– examine the benefits of physical activity to social health and mental wellbeing
Key inquiry question: What actions positively influence the health, safety and wellbeing of my community?
- investigate and adopt practices that help promote and maintain health, safety and wellbeing, for example:
– monitor and plan for action to meet recommendations for daily physical activity and screen time
– investigate actions that support their own mental health and that of others, eg talking to a parent or friend, positive self-talk, regular sleep
– plan for personal safety online and ethical use of mobile devices and social media (optional add on – please request)
– describe situations that may cause lifestyle diseases or injury and propose actions that promote health and safety, eg choosing healthy snacks, wearing sunscreen
– propose a personal network of trusted adults who could provide advice and support, eg parents/carers, teachers
- implement actions to maintain and improve the quality of an active lifestyle, for example:
– propose and participate in opportunities to increase their health and fitness levels at school and at home, eg walking, playing sport
– recognise barriers to participation in physical activity and devise strategies to achieve personal active lifestyle goals
- plan and practise assertive responses, behaviours and actions that protect and promote health, safety and wellbeing, for example:
– identify situations where personal choices can influence their own and others’ health, eg selecting and preparing healthy food, smoking
Key inquiry question: How does a healthy, safe and active lifestyle enhance connection with others?
- explore how media and people in the community influence personal attitudes, beliefs, decisions and behaviours, for example:
– explain how family, peers, popular culture and the media influence the way individuals interact and the decisions they make in given situations, eg risk-taking, positive health decisions, offensive online material, gambling, gender expectations
2024 syllabus
Outcomes:
PH3-RRS-02 – explains and applies skills and strategies to interact safely in offline and online contexts
Content:
Informed decisions and strategies enhance online safety
- Identify and apply strategies to contribute to safety in online environments (optional add on to program)
- Describe and demonstrate ways to report negative, harmful or unsafe situations to trusted adults or in online tools (optional add on to program)
Outcomes:
PH3-IHW-01 – examines and explains factors that influence identity, health and wellbeing of individuals and groups
Content:
Changes and factors can promote a positive identity
- Examine life changes and develop management strategies
- Investigate products and resources to manage changes associated with puberty
- Examine reliable sources of health information to seek help and advice
- Investigate how family, culture, peers, media, education and place can impact actions, influencing identity, health and wellbeing
- Explain strategies that enhance a positive sense of identity and support health and wellbeing
Informed decisions and actions influence health and wellbeing
- Investigate the impact active and sedentary lifestyles have on health and wellbeing and devise strategies to maintain a physically active lifestyle
- Apply hygiene strategies and self-care routines and explain how they positively impact health and wellbeing
- Investigate strategies that contribute to the prevention of lifestyle diseases and propose actions to support a healthy lifestyle
Outcomes:
PH3-SMI-01 – evaluates and applies self-management and interpersonal skills in a range of contexts
Content:
Self-management skills are supported by informed decisions
- Explain how emotional responses to situations can impact decision-making and relationships
- Evaluate and apply self-regulation strategies to manage responses in offline and online situations
- Explain and demonstrate when resilience strategies can be applied across a range of contexts
Stage 4
NSW PDHPE (2018) outcomes:
PD4-1, PD4-2, PD4-3, PD4-6, PD4-7, PD4-9
NSW PDHPE (2024) outcomes:
Stage 4:
- Safe, active and healthy lifestyle choices: PH4-SHP-01, PH4-SHW-01, PH4-IPS-01, PH4-SMI-01
- Respectful relationships: PH4-SMI-01, PH4-SHW-01, PH4-RRL-01
- Identity, belonging & change: PH4-SMI-0, PH4-SHW-01, PH4-IBC-01
2018 syllabus
Skill domain: Self management
Key Inquiry Question:
How do change, transition and environment shape my identity?
• investigate the impact of transition and change on identity:
– investigate the changing nature of personal identity and how it can differ in various contexts
– examine the impact of physical, social and emotional changes during adolescence
– identify feelings and emotions associated with transition and change
Key Inquiry Question: What skills and strategies can be used to manage change, challenges and seek help?
• evaluate strategies to manage personal, physical and social changes that occur as they grow older
– analyse how roles and responsibilities change and evaluate skills and strategies for managing these increasing responsibilities,
• practise and apply skills and strategies to seek help for themselves and others
– propose individual support networks and external support services
– identify barriers to seeking help and propose strategies to overcome these barriers
– recognise scenarios that involve change and challenge for young people
Skill domain: Self management, interpersonal skills
Key Inquiry Question: What positive actions contribute to the health, safety, wellbeing and participation in physical activity levels of the wider community?
• Investigate the benefits of a balanced lifestyle and explore strategies that contribute to community health, wellbeing and participation in a lifetime of physical activity
– discuss the physical, social, emotional & spiritual benefits of being active in outdoor & natural environments to community health & wellbeing
• Develop health literacy skills and promote health information that is aimed at assisting young people to address health issues
– assess health products, information and advertising to expose myths and fallacies, eg contraceptive products
– identify various health information, products and services designed to address the health needs of young people
Key Inquiry Question: How can I effectively manage my own and support others’ health, safety, wellbeing and participation in physical activity?
• propose and develop protective strategies to effectively manage their own personal health, safety and wellbeing
– recognise the importance of trusting their own feelings, thoughts
– explore the impact of stress and coping on mental health
– practise ways to communicate concerns about health, safety and wellbeing to a variety of support people
• Plan and use health practices, behaviours and resources to enhance the health, safety, wellbeing and physical activity participation of their communities
– investigate different approaches and develop personal plans for promoting their own positive mental health and wellbeing
Key Inquiry Question: Why are connection, inclusion and empowerment important for the health, safety, wellbeing and physical activity levels of the wider community?
• appreciate and understand the nature of health and wellbeing as defined by their peers and the wider community
– explore the different perceptions of health and wellbeing and examine the relationship between cognitive, physical, social, emotional and spiritual components of health
• explore the relationship between various health, safety and physical activity issues affecting young people and assess the impact it has on the health, safety and wellbeing of the community
– evaluate the interrelationship between nutrition, mental health and physical activity
– examine the impact that body image and personal identity have on young people’s health
– appreciate the contribution that participation in physical activity makes
2024 syllabus
Outcomes:
PH4-SMI-01 – refines and applies self-management and interpersonal skills to manage complex situations
PH4-SHW-01 – assesses the influence of contextual factors on attitudes and behaviours to propose strategies that enhance safety, health and wellbeing
PH4-IBC-01 – investigates and explains factors that shape identity and sense of belonging
Content
Building a healthy sense of identity to enhance wellbeing and inclusion
- Examine and propose skills and strategies that support a positive sense of identity and discuss how this enhances health and wellbeing
Managing growth and change
- Refine skills and strategies for managing changing roles and responsibilities
- Explain strategies that enhance resilience, health and wellbeing in response to stress, loss and grief
- Examine the impact of change, including adolescence and puberty, and select strategies to support themselves and others through these changes
- Describe the anatomy and function of the reproductive system including its role in reproduction, menstruation and fertilisation
Outcomes:
PH4-SHP-01 – plans for and uses strategies to participate in activities that encourage safety, health and lifelong physical activity
PH4-SMI-01 – refines and applies self-management and interpersonal skills to manage complex situations
PH4-SHW-01 – assesses the influence of contextual factors on attitudes and behaviours to propose strategies that enhance safety, health and wellbeing
PH4-IPS-01 – investigates and uses health information, products and support services to propose strategies that enhance safety, health and wellbeing
Content:
Enhancing wellbeing through healthy lifestyles
- Investigate the dimensions of health and discuss how they impact wellbeing
- Explain how a balanced lifestyle benefits health and wellbeing
- Discuss the benefits of being active in outdoor and natural environments for physical, mental, emotional, spiritual and social health
- Describe how the components of a balanced lifestyle can be applied to a weekly routine
- Describe and apply proactive strategies, help-seeking behaviours and coping strategies that support health and wellbeing for mental health and positive body image
Managing risk and enhancing safety
- Identify and plan preventive health practices and behaviours that assist in protection against disease, including communicable respiratory diseases, bloodborne viruses and sexually transmissible infections (optional for cycle literacy program – please request)
Thinking critically to enhance health and wellbeing
- Outline the role of health promotion and health literacy in enhancing health and wellbeing
- Access and assess information, resources and services that support young people to seek help and manage relevant health and safety issues
- Analyse health information, products and services to plan preventative action and healthy practices
Outcomes:
PH4-SMI-01 – refines and applies self-management and interpersonal skills to manage complex situations
PH4-SHW-01 – assesses the influence of contextual factors on attitudes and behaviours to propose strategies that enhance safety, health and wellbeing
PH4-RRL-01 – explains and applies strategies for promoting safe and respectful relationships in a range of contexts
Content:
Building and managing respectful relationships to support health and wellbeing
- Practise skills and strategies to safely advocate for positive and equal power in relationships for themselves and others’ health and wellbeing
Keeping safe and being respectful online
- Assess and demonstrate strategies to regulate screen time and enhance safety and enjoyment in the digital environment (optional – please request)
Applying self-management and interpersonal skills to enhance respectful relationships
- Explain how rights and responsibilities contribute to safe and respectful relationships
- Explain how emotional responses can impact relationships and propose strategies to facilitate positive outcomes in a range of situations
- Identify attitudes and practise skills that enhance resilience, perseverance and adaptability to change
Stage 5
NSW PDHPE (2018) outcomes:
PD5-1, PD5-2, PD5-6, PD5-7, PD5-9
NSW PDHPE (2024) outcomes:
Stage 5:
- Safe, active and healthy lifestyle choices: PH5-SHP-01, PH5-IPS-0, PH5-SMI-01, PH5-SHW-01
- Respectful relationships: PH5-IBC-01, PH5-SMI-01
- Identity, belonging & change: PH5-SMI-01, PH5-SHW-01, PH5-IBC-01
2018 syllabus
Skill Domains: Self Management
Key inquiry question: How can I be the best version of me and support the identity of others?
• evaluate factors that impact on the identity of individuals and groups
– analyse how norms, stereotypes and expectations may influence individual and group identity
– challenge unrealistic standards about body image and physical appearance
– plan, rehearse and evaluate strategies for supporting their own and others’ identity
Key inquiry question: How can people respond positively to life challenges?
• explore the characteristics of resilient people and the skills that enhance resilience and wellbeing
– examine skills and attitudes that enhance resilience including self-monitoring, self-regulation, maintaining a realistic perspective and attitudes to change
• predict future challenges and opportunities and the skills required to manage these in a positive way
– examine self-management skills required to manage change and transition
Skill Domains: Self Management, Interpersonal skills
Key inquiry question: How can I plan and advocate for health, safety, wellbeing and participation in a lifetime of physical activity?
• evaluate strategies and actions that aim to enhance health, safety, wellbeing and physical activity levels
– propose strategies and actions that influence their own and others’ mental health and wellbeing
– identify methods of contraception (By request in Cycle Literacy program. Covered in senior program)
– critique strategies for healthy eating and healthy food selection
• critically analyse health information, products and services to promote health, safety, wellbeing and physical activity levels
– critique the appropriateness of health and support services that provide advice and support on health-related issues
• examine young people’s rights to healthcare and support services
– factors influencing young people’s access to health information, products and services
Key inquiry question: Why are external influences an important aspect of my own and others’ health, safety, wellbeing and participation in physical activity?
• analyse the contextual factors that have an impact on the health, safety, wellbeing and participation in physical activity of individuals and groups
– analyse how changing norms, stereotypes and expectations influence the way young people think, behave and act in relation to their own and others’ health, safety and wellbeing
2024 syllabus
Outcome
PH5-SHP-01 – designs, implements and evaluates plans to enhance safety, health and participation in lifelong physical activity
PH5-SMI-01 – evaluates and adapts self-management and interpersonal skills to manage complex situations
PH5-SHW-01 – analyses the interrelationship between contextual factors, attitudes and behaviours to promote safety, health and wellbeing
PH5-IPS-01 – evaluates the effectiveness and suitability of health information, products and support services for improved individual and community safety, health and wellbeing
Content:
Enhancing wellbeing through healthy lifestyles
- Analyse how social, cultural and economic factors influence health behaviours
- Explain the connection between nutrition, mental health, physical activity and wellbeing, and propose ways these can be enhanced using a balanced lifestyle approach
- Examine perceptions of mental health and body image and consider how these influence health and wellbeing
- Propose, implement and evaluate strategies and actions that enhance their own and others’ mental health and wellbeing
Outcomes:
PH4-SMI-01 – refines and applies self-management and interpersonal skills to manage complex situations
PH4-SHW-01 – assesses the influence of contextual factors on attitudes and behaviours to propose strategies that enhance safety, health and wellbeing
PH4-RRL-01 – explains and applies strategies for promoting safe and respectful relationships in a range of contexts
Content:
Building and managing respectful relationships to support health and wellbeing
- Practise skills and strategies to safely advocate for positive and equal power in relationships for themselves and others’ health and wellbeing
Keeping safe and being respectful online
- Assess and demonstrate strategies to regulate screen time and enhance safety and enjoyment in the digital environment (optional add on – please request)
Applying self-management and interpersonal skills to enhance respectful relationships
- Explain how rights and responsibilities contribute to safe and respectful relationships
- Explain how emotional responses can impact relationships and propose strategies to facilitate positive outcomes in a range of situations
- Identify attitudes and practise skills that enhance resilience, perseverance and adaptability to change
Outcomes:
PH4-SMI-01 – refines and applies self-management and interpersonal skills to manage complex situations
PH4-SHW-01 – assesses the influence of contextual factors on attitudes and behaviours to propose strategies that enhance safety, health and wellbeing
PH4-IBC-01 – investigates and explains factors that shape identity and sense of belonging
Content:
Building a healthy sense of identity to enhance wellbeing and inclusion
- Examine and propose skills and strategies that support a positive sense of identity and discuss how this enhances health and wellbeing
Managing growth and change
- Refine skills and strategies for managing changing roles and responsibilities
- Explain strategies that enhance resilience, health and wellbeing in response to stress, loss and grief
- Examine the impact of change, including adolescence and puberty, and select strategies to support themselves and others through these changes
- Describe the anatomy and function of the reproductive system including its role in reproduction, menstruation and fertilisation
NSW PDHPE Syllabus
Our "Senior" presentation:
Stage 5
NSW PDHPE (2018) outcomes:
Stage 5: PD5-2, PD5-6, PD5-7, PD5-9
NSW PDHPE (2024) outcomes:
- Safe, active and healthy lifestyle choices: PH5-SHP-01, PH5-SHW-0, PH5-IPS-01
- Respectful relationships: PH5-SMI-01, PH5-RRL-01
- Identity, belonging and change: PH5-SMI-01, PH5-SHW-01
2018 syllabus
Skill Domains: Self Management
Key inquiry question: How can people respond positively to life challenges?
• explore the characteristics of resilient people and the skills that enhance resilience and wellbeing
– examine skills and attitudes that enhance resilience including self-monitoring, self-regulation, maintaining a realistic perspective and attitudes to change
• predict future challenges and opportunities and the skills required to manage these in a positive way
– examine self-management skills required to manage change and transition
Skill Domains: Self Management, Interpersonal skills
Key inquiry question: How can I plan and advocate for health, safety, wellbeing and participation in a lifetime of physical activity?
• evaluate strategies and actions that aim to enhance health, safety, wellbeing and physical activity levels
– propose strategies and actions that influence their own and others’ mental health and wellbeing
– identify methods of contraception
• critically analyse health information, products and services to promote health, safety, wellbeing and physical activity levels
– critique the appropriateness of health and support services that provide advice and support on health-related issues
• examine young people’s rights to healthcare and support services
– factors influencing young people’s access to health information, products and services
2024 syllabus
Outcomes:
PH5-SMI-01 – evaluates and adapts self-management and interpersonal skills to manage complex situations
PH5-SHW-01 – analyses the interrelationship between contextual factors, attitudes and behaviours to promote safety, health and wellbeing
Content:
Managing growth and change
- Propose and evaluate strategies to manage existing and future challenges and changes
- Discuss factors that influence conception and the role of reproductive technology and fertility treatments
Outcomes:
PH5-SHP-01 – designs, implements and evaluates plans to enhance safety, health and participation in lifelong physical activity
PH5-SHW-01 – analyses the interrelationship between contextual factors, attitudes and behaviours to promote safety, health and wellbeing
PH5-IPS-01 – evaluates the effectiveness and suitability of health information, products and support services for improved individual and community safety, health and wellbeing
Content:
Enhancing wellbeing through healthy lifestyles
- Analyse how social, cultural and economic factors influence health behaviours
Outcomes:
PH5-SMI-01 – evaluates and adapts self-management and interpersonal skills to manage complex situations
PH5-RRL-01 – evaluates and applies strategies for promoting and maintaining safe and respectful relationships in a range of contexts
Content:
Building and managing respectful relationships to support health and wellbeing
- Describe the rights and responsibilities within intimate and sexual relationships that help create positive and safe experiences
- Examine strategies that enhance safety and positive experiences in intimate and sexual relationships, such as effective communication, respecting people’s choices, personal boundaries and affirmative consent
Applying self-management and interpersonal skills to enhance respectful relationships
- Examine and refine interpersonal skills and actions to take greater responsibility for the safety, health and wellbeing of themselves and others
- Explain and demonstrate how being resilient and assertive can assist in managing a range of situations
Teacher feedback:
"You tailored the content to the needs of the cohort and used
age appropriate language and anecdotes to explain key ideas"
NSW Science (2018) Syllabus
Our "Cycle Literacy" program and "Senior" presentation
Stage 4
Outcomes:
- relates the structure and function of living things to their classification, survival and reproduction SC4-14LW
Content:
LW3 Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce (ACSSU150)
- f. outline the role of the reproductive system in humans
Stage 5
Outcomes:
- analyses interactions between components and processes within biological systems SC5-14LW
- explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society SC5-15LW
Content:
LW1 Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in their environment. (ACSSU175)
- a. describe some examples of how multicellular organisms respond to changes in their environment
- d. describe the role of, and interaction between, the coordination systems in maintaining humans as functioning organisms
LW3 Advances in scientific understanding often rely on developments in technology, and technological advances are often linked to scientific discoveries. (ACSHE158, ACSHE192)
- a. relate the organs involved in human reproductive systems to their function
Additional content:
- describe the range of functions carried out by some endocrine (hormonal) glands in humans
Enquire for your school:
Student surveys say:
99%
believe it will help them have a better period experience
98%
said the program would be informative for other students
95%
said they had improved help-seeking knowledge afterwards
Reviews:
– Rosemary (teacher)
“Only heard positive things from the girls 🤩”
– Tyla (teacher)
– Tracy (teacher)
– Anonymous teacher
–Matthew (teacher)
– Anonymous teacher
– Sally (teacher)
– Alison (teacher)
“It was highly engaging and the information was presented to students in a safe and inclusive environment.”
-Nicole (teacher)
“The presentation went very well. Students were engaged with the content and participated well in the discussion groups. It was very worthwhile.”
– Sarah (teacher)
“Bright Girl Health was extremely informative and engaging, from a relatable perspective. She got the girl’s thinking about the importance of their menstrual health, as well as opening up the uncomfortable conversation to assist in normalising it across the cohort! Can’t wait to have her back at our school next year.”
– Chloe (teacher)
“I know that the more trustworthy information my girls have about healthy living and their own bodies, the better equipped they are to deal with growing into secure and confident young women”
– Janine (teacher)
“Understanding their body and seeing that they did not need to suffer in silence; that they could broach this subject in a safe environment and would not be laughed at.”
– Roshini (teacher)
“They really felt empowered after the discussion.”
– Nicole (teacher)
“I also had a single father call me this afternoon to say thank you for opening up this conversation with his daughter, so that was a lovely outcome!”
– Anonymous teacher
“Bright Girl Health equips young people with a voice and allows them to be confident with who they are. Bright Girl Health takes away the anxiety and fear of having a period and replaces it with knowledge and value. I highly recommend this seminar for any school!”
– Rebecca (teacher)
“Demi communicated brilliantly to our students from years 7 through to year 12, and our girls left the presentation feeling equipped with a clearer understanding of their bodies and the changes they will experience.”
“Students walk away with more knowledge and understanding about their body and also how to look after themselves. My students enjoyed the presentation.”
– Jessica (teacher)
– Anonymous teacher
“Demi tailored the content to the needs of the cohort and used age appropriate language and anecdotes to explain key ideas in a clear and concise manner. She offered a wealth of advice and made recommendations that addressed the needs of a diverse student group.”
– Effie (teacher)
“We had Bright Girl Health conduct a presentation for neurodiverse teen girls that discussed periods, moods, self-concept, social media, and identity. Absolutely amazing and would recommend for all community’s that have their youth’s embarking on this journey. Demi was thorough and considerate of the diversity in the room and was consistent with planned events throughout the day whilst being attentive to each individuals needs. Would greatly recommend”
– Danielle
“We have a demographic of very low socio-economic families, with a high percentage of disjointed family units – the gifts you provided were so appreciated by our girls – Thank you!”
– Anonymous teacher
“Our senior student were able to learn about the various phases of the menstrual cycle, breast health, STI’s, when to seek advice from a professional as well as the importance of tracking their cycle in order to determine ovulation and various period hygiene products that are available to them in order to make an informed decision.”
– Ebony (teacher)
“It was presented to students in a safe and inclusive environment.
– Nicole (teacher)
“She took the time to sit with me and understand the demographic of our students in order to provide the best presentation for them.”
– Tiarne (teacher)
– Effie (teacher)
“You are a wonderful presenter – making it very real for students.”
– Tracy (teacher)
“From the start of the booking process, through to the follow up after the event, her communication, delivery and professionalism was second to none.”
– Tiarne (teacher)
– Anonymous teacher
– Anonymous teacher
– Tina (teacher)
– Anonymous teacher
– Sally (teacher)
– Beth (teacher)
“Demi is a dynamic and engaging educator with a passion for women’s health and education. Bright Girl Health will empower young women during puberty and beyond”
– Melanie (teacher)
“Demi was incredibly engaging and informative in her presentation to our senior students.”
– Ebony (teacher)
“OMG! What a wonderful presentation! Our girls were so engaged, and learnt so much! You are a wonderful presenter – making it very real for students.” – Tracy (teacher)
“I can’t recommend these presentations highly enough.”
– Year 12 year advisor
“They really felt empowered after the discussion.”
– Nicole (teacher)
“Bright Girl Health was extremely informative and engaging, from a relatable perspective. She got the girl’s thinking about the importance of their menstrual health, as well as opening up the uncomfortable conversation to assist in normalising it across the cohort! Can’t wait to have her back at our school next year.”
– Chloe (teacher)
“I spoke to a group of girls at recess to get their feedback and their responses were: “It was really good” “We could relate to her. She’s just like us” “She was inspiring!”
– Sally (teacher)
“It was an amazing experience for the girls involved. we had girls from year 8, 9 and 10 who were a challenging group, who were all absolutely enthralled and engaged for the entire 2 hour period. I’d thoroughly recommend it to anybody.”
–Matthew (teacher)
“The Girls walked out learning heaps and really enjoyed themselves and asked more questions than we even had time for. I’d thoroughly recommend it to anybody.”
– Anonymous teacher
“Demi communicated brilliantly to our students from years 7 through to year 12, and our girls left the presentation feeling equipped with a clearer understanding of their bodies and the changes they will experience.”
– Anonymous teacher
“Only heard positive things from the girls 🤩”
– Tyla (teacher)
“It surpassed my expectations”
– Anonymous teacher
“It was so good to see the girls engaged the entire time and most felt informed and empowered to make better health choices – so thank you.”
– Anonymous teacher
“She creates the perfect environment for students where they can feel comfortable enough to ask the tough questions and gain a deeper understanding about their health. Our students loved the presentation and we will definitely be inviting her back to present again in future!”
– Anonymous teacher
“The presentation went very well. Students were engaged with the content and participated well in the discussion groups. It was very worthwhile.” – Sarah (teacher)
“The girls had such an amazing day and they loved you coming on to answer the questions.
Your presentation was so great, the girls found you very engaging and loved the activities.”
– Anonymous facilitator
“The online sessions were really well received and we will definitely be making use of the additional resources that you have sent through”
– Karen (teacher)
“We enjoyed it. I also had a lot of families send their thanks too!”
– Anonymous teacher
“Thank you for all of this. I really appreciate how easy it has been to book and all the resources which are supplied.” – Jorja (teacher)
We had a great time! It is my first time watching the presentations and I loved it – I actually learnt so much myself! The girls had lots of questions, so we have answered what we can and we will heave heaps for the Q and A next week. They liked looking at the period products, that was probably the most helpful part because they needed to understand the mechanics! I don’t think they have been properly shown those things. I also had a single father call me this afternoon to say thank you for opening up this conversation with his daughter, so that was a lovely outcome!”
– Anonymous teacher
“It went great! The girls really enjoyed it.”
– Anonymous teacher
SCHOOLS GIVING THEIR STUDENTS A BETTER PEROD EXPERIENCE:
