Year 5 HPE Syllabus
Year 5
Year level description
In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
Health and Physical Education provides opportunities for the development of students’ ability to work collaboratively and to develop their social skills by activities that require group planning and decision-making, and interaction with people inside and outside their classroom. Through such experiences students assume increased responsibilities, develop decision-making skills, explore values and further refine their social and collaborative work skills.
In Year 5, students learn about behaviours they can implement in uncomfortable and/or unsafe situations, including online interactions. Students learn about ways they can make decisions and take action to promote safe and healthy lifestyle practices in a range of contexts. They focus on the importance of preventive measures to enhance their own health and promote a healthy lifestyle.
Students develop and refine greater proficiency across a range of movement skills, strategies and tactics. They focus on improving awareness of body position in relation to objects, other people and space, and assess how this can help them to successfully achieve movement outcomes or goals. Students examine the different roles and responsibilities associated with physical activity participation and continue to apply ethical behaviour that is consistent with promoting fair play and championing appropriate sporting conduct.
Year 5 Achievement standard
By the end of the year:
Health Education
Students identify practical strategies for promoting a healthy lifestyle and adapting to changing situations that occur as they grow and mature. They explain how communication skills, protective behaviours and help‑seeking strategies keep themselves and others safe online and offline. Students identify emotional responses appropriate to different situations and apply skills and strategies to manage relationships over time.
Physical Education
Students perform a variety of fundamental movement skills with some competency. They implement simple tactics in physical activity and game contexts and respond to challenges involving people, objects and space to achieve an intended outcome. Students explain some of the benefits of regular physical activity and maintaining physical fitness in relation to physical, mental and emotional wellbeing. They use movement skills that combine the elements of effort, space, time, objects and people to improve movement outcomes. Students demonstrate ethical behaviour and use this to be effective when taking on the role of player or referee/umpire.
Content descriptions
Personal identity and change
Ways that individuals and groups adapt to different contexts and situations
WA5HEHPP1
For example:
- the influence of stereotypes
Strategies to manage physical, mental/emotional and social changes associated with puberty
WA5HEHPP2
For example:
- use reliable resources and information to investigate developmental changes that occur
Staying safe
Protective behaviours that can be implemented in uncomfortable or unsafe situations
WA5HEHPS1
For example:
- normalising and encouraging help-seeking behaviour so all students feel comfortable and confident to seek help
- maintaining online safety when using digital tools and environments
- options and processes for reporting negative or harmful behaviour
Strategies that promote safety
WA5HEHPS2
For example:
- using action plans for emergency situations to ensure the safety of themselves and others
Reliable sources of information that inform health and safety decisions:
- internet-based information, publications and other media
- community health organisations
WA5HEHPS3
Strategies for seeking, giving or denying consent are described, and how to communicate intentions effectively are rehearsed
WA5HEHPS4
For example:
- exploring the steps of asking, responding, listening, reacting, and practising how to communicate their intentions effectively at each step
- interpreting verbal and non-verbal cues related to seeking, giving and denying consent in a range of situations
Healthy and active communities
Strategies that promote a safe, healthy lifestyle
WA5HEHPH1
For example:
- comparing food and drink labels on products
- awareness of mental health and wellbeing
Health messages that support and maintain an individual’s health, safety and wellbeing
WA5HEHPH2
Interacting with others
Skills and strategies to establish and maintain respectful relationships
WA5HEHPI1
For example:
- building new friendships
- dealing with bullying and harassment, including strategies to challenge disrespect and discrimination
- assessing the impact of changing relationships on health and wellbeing
Ways in which inappropriate emotional responses impact on relationships
WA5HEHPI2
Movement skills
Fundamental movement skills demonstrating adjustment of force and speed to improve accuracy and control
WA5HEPMM1
Linking of fundamental movement skills to specific skills used in organised games, sports and activities, such as linking throwing to basketball passing and shooting
WA5HEPMM2
Basic strategies and tactics to achieve a movement outcome or goal
WA5HEPMM3
For example:
- positional and spatial awareness related to objects, people and space
- relationship to and with objects, people and space
Movement skills that combine the elements of effort, space, time, objects and people applied to improve movement outcomes
WA5HEPMM4
For example:
- adjusting the force and speed of an object to improve accuracy and control
Understanding movement
Benefits of regular physical activity and physical fitness to physical, mental and emotional wellbeing
WA5HEPMU1
For example:
- control of blood pressure
- reduced risk of heart disease
- reduced stress
- improved mood
Interpersonal skills
Responsibilities of different roles in a range of physical activities:
- player
- referee/umpire
WA5HEPMI1
Ethical behaviour in applying rules in all game situations
WA5HEPMI2