AC9HP6P02 Year 5 Health and Physical Education

AC9HP6P02 – 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

investigate resources and strategies to manage changes and transitions, including changes associated with puberty

Elaborations

• understanding that experiences of puberty differ, and the resources and strategies chosen to manage these changes are personal
• examining the range of products and resources available to manage the physical changes associated with puberty, including products for managing menstruation
• understanding that physical changes experienced during puberty are linked to rites of passage ceremonies in many First Nations Australian communities
• discussing ways families and cultural groups acknowledge and celebrate major stages of development in young people’s lives
• analysing how roles and responsibilities change as people grow older and examining strategies for managing these increasing responsibilities
• examining how the developmental changes that occur through puberty prepare a persons' body for reproduction

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.