AC9HP6P01 Year 5 Health and Physical Education

AC9HP6P01 – Year 5 Health and Physical Education: Identities and change

Strand

Personal, social and community health

Substrand

Identities and change

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

explain how identities can be influenced by people and places, and how we can create positive self-identities

Elaborations

• explaining how role models influence the way individuals see themselves; for example, sporting role models, social media influencers, parents, friends and coaches
• investigating how First Nations Australians identify within and across communities through connection to Country/Place; for example, Bama People of the rainforests of North Queensland or Quandamooka People of South East Queensland
• examining how beliefs and cultural practices convey meanings for cultural groups, including Australians of Asian heritage, and contribute to the development of positive self-identities
• exploring how connection to people and places can influence personal and cultural identities over time
• exploring the different levels of connection within First Nations Australian communities, such as cultural group, clan, Country/Place, skin names and social standing within community
• exploring how family, peers, popular culture, gender stereotypes and the media influence developing identities

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.