AC9HP6M08 Year 5 Health and Physical Education

AC9HP6M08 – Year 5 Health and Physical Education: Learning through movement

Strand

Movement and physical activity

Substrand

Learning through movement

This Content Descriptor from Year 5 Health and Physical Education provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

devise and test alternative rules and game modifications to support fair play and inclusive participation

Elaborations

• proposing changes to rules and/or conditions to create a more inclusive game or to allow for a fairer contest
• recognising unfairness and exclusion in a game situation, and proposing strategies to overcome these issues
• discussing where and when they have witnessed fairness and inclusion in a game situation and explaining what factors led to the game being inclusive and fair
• investigating the effectiveness of rules used in traditional games of First Nations Australians to promote participation, such as Inkanyi: a cooperative running game played by the Pitjantjatjara / Yankunytjatjara of central Australia where there are no winners and Barambah gimbe: a throwing and catching game from the lands of the Wakka Wakka where catchers can be nominated to increase participation

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASHPEY56

Year 5 Health and Physical Education Achievement Standard

By the end of Year 6, students explain how different factors influence identities. They propose strategies to manage emotions, developmental changes and transitions. They propose strategies to demonstrate respect, empathy and inclusion. They explain how stereotypes influence roles and responsibilities. Students explain how communication skills, protective behaviours and help-seeking strategies keep themselves and others safe online and offline. They analyse health information to refine strategies to enhance their own and others’ health, safety, relationships and wellbeing. Students refine and modify movement skills and apply movement concepts across a range of situations. They transfer movement strategies between situations and evaluate the impact on movement outcomes. Students propose strategies to promote physical activity participation that enhance health, fitness and wellbeing. They describe contributions they can make as a group and team member to support fair play and inclusion across a range of movement contexts.