TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›Health and Physical Education›Year 5›Personal, social and community health›Identities and change›AC9HP6P03
AC9HP6P03: Year 5 Health and Physical Education Content Descriptor – Identities and change
AC9HP6P03 Year 5 Health and Physical Education

AC9HP6P03 – 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 how the portrayal of societal roles and responsibilities can be influenced by gender stereotypes

Elaborations

  • • identifying characters in texts who are not constrained by traditional gender stereotypes and how this influences their choices and actions
  • • questioning the fairness of gender roles and proposing ways to challenge those practices that infringe on an individual’s human rights
  • • investigating how social and cultural norms about gender can influence the roles and responsibilities of family members and people within their community
  • • identifying those gender norms that can have limiting and harmful effects, and proposing strategies to advance gender equality and respect for human rights

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.