AC9HP6P08 Year 5 Health and Physical Education

AC9HP6P08 – Year 5 Health and Physical Education: Making healthy and safe choices

Strand

Personal, social and community health

Substrand

Making healthy and safe choices

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

analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations

Elaborations

• researching sources of health information and places where they can seek help, and prioritising those that are reliable and trustworthy
• examining ways to normalise and de-stigmatise help-seeking behaviour so all students feel more comfortable and confident to seek help when needed
• discussing strategies for maintaining online safety when using digital tools and environments, including the options and processes for reporting negative or harmful behaviour
• exploring actions they can take when they feel unsafe when online; for example, who to speak to if someone posts an embarrassing picture of them without permission or when to step away from negative online social interactions
• proposing strategies they can use if they witness others in unsafe situations, such as accessing support networks or telling an adult they trust
• analysing the responses of characters in TV shows or movies when in unsafe or risky situations and discussing the efficacy of their response to the situation

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.