Year 6 HPE Syllabus
Year 6
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 6, students focus on skills aimed at establishing and managing positive relationships, such as cooperation and active listening. They are provided with opportunities to develop skills in accessing credible information and continue to explore ways they can manage negative health influences and pursue a healthy lifestyle.
Students refine, consolidate and develop greater proficiency across a range of skills, strategies and tactics in game situations and movement challenges. They focus on improving skill selection and awareness of body position in relation to objects, other people and space, in offensive and defensive contexts. Students develop interpersonal skills that support them to adopt different roles and responsibilities and learn to deal with conflicts and disagreements.
Year 6 Achievement standard
By the end of the year:
Health Education
Students describe strategies that promote a healthy lifestyle and use them in a range of contexts. They identify and apply criteria to assess the credibility of different sources of health information. Students describe skills to establish and manage positive relationships. They identify their own emotions and how they impact on decision-making in various contexts, and provide appropriate strategies to manage these emotions.
Physical Education
Students perform a variety of fundamental movement skills with some proficiency and adapt them to move effectively in physical activity or game contexts. They implement simple tactics in response to challenges involving people, objects and space to achieve an intended outcome. Students explain the benefits of regular physical activity and fitness to health and wellbeing. They encourage others and are able to negotiate and deal with conflicts to achieve a positive outcome.
Content descriptions
Personal identity and change
Ways that positive self-identities can develop and change over time
WA6HEHPP1
For example:
- the influence of social groups and cultural norms on identity
Strategies and resources to understand and manage the physical, mental/emotional, and social changes and transitions associated with puberty
WA6HEHPP2
Staying safe
Protective behaviours and help-seeking strategies that can be used when students feel unsafe online
WA6HEHPS1
For example:
- stepping away from negative online social interactions
- speaking to trusted people if someone posts a picture of them without permission
Strategies that promote safety
WA6HEHPS2
For example:
- developing and practising action plans for emergency situations to ensure the safety of themselves and others
Strategies for seeking, giving or denying consent are described, and how to communicate intentions effectively are rehearsed
WA6HEHPS3
For example:
- analysing how a person’s reaction to being denied permission to do something can affect others’ feelings and discussing options for dealing with situations when this may occur, such as feelings of disappointment, shame and anger associated with rejection
Healthy and active communities
Strategies that promote a safe, healthy lifestyle
WA6HEHPH1
For example:
- refusing alcohol, drugs, or other harmful substances
- improving the nutritional value of meals
- increasing physical activity
- community engagement
Criteria that can be applied to sources of information, including online, to assess their credibility
WA6HEHPH2
Actions that promote and maintain community health, safety and wellbeing
WA6HEHPH3
For example:
- creating social connections for positive mental health
- participation in community activities
Interacting with others
Skills to establish and manage positive relationships
WA6HEHPI1
For example:
- showing respect and empathy
- being cooperative
- actively listening
- being trustworthy
- accepting differences and valuing diversity in the community
Situations in which emotions can influence decision-making:
- in peer groups
- with friends
- with family
WA6HEHPI2
Movement skills
Fundamental movement skills demonstrating adjustment of force and speed to improve accuracy and control
WA6HEPMM1
Linking of fundamental movement skills to specific skills used in organised games, sports and activities, such as linking kicking to passing and shooting in soccer
WA6HEPMM2
Strategies and tactics to achieve an offensive or defensive outcome or goal
WA6HEPMM3
For example:
- use of appropriate skills
- positional and spatial awareness
- 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
WA6HEPMM4
For example:
- developing strategies that exploit a playing space to improve scoring opportunities
Understanding movement
Benefits of regular physical activity and physical fitness to physical, mental and emotional wellbeing
WA6HEPMU1
For example:
- control of blood fats
- improved concentration
- enhanced mood
Modification of rules and scoring systems in physical activities to create a more inclusive game and fairer contest
WA6HEPMU2
Interpersonal skills
Interpersonal skills in physical activities
WA6HEPMI1
For example:
- encouragement and acknowledgement of others
- negotiation and sharing roles and responsibilities
- dealing with conflicts and disagreements