Health and Physical Education Health Education Year 5 Teaching and Learning Exemplar

HEALTH AND PHYSICAL EDUCATION:
HEALTH EDUCATION
Teaching and Learning Exemplar
Year 5
Kaya. The School Curriculum and Standards Authority (the Authority) acknowledges that our offices
are on Whadjuk Noongar boodjar and that we deliver our services on the country of many traditional
custodians and language groups throughout Western Australia. The Authority acknowledges the
traditional custodians throughout Western Australia and their continuing connection to land, waters
and community. We offer our respect to Elders past and present.
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© School Curriculum and Standards Authority, 2021
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Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative
Commons Attribution 4.0 International (CC BY) licence.
Disclaimer
Any third party materials including texts, websites and/or resources that may be referred to in this document are for the purposes of
example only. The School Curriculum and Standards Authority does not endorse any third party materials, nor are such materials
considered mandatory. Schools must exercise their professional judgement as to the appropriateness of any third party materials they may
wish to use.
Cover image from: Radachynskyi, S. (2019). [Stock photograph ID: 1140166411]. Retrieved July, 2021, from https://www.istockphoto.com/
Cover image from: FatCamera. (2013). [Stock photograph ID: 186779649]. Retrieved August, 2021, from https://www.istockphoto.com/
2020/62038v3
Contents
Background....................................................................................................................................1
Teaching.............................................................................................................................................1
Assessing............................................................................................................................................1
Reflecting...........................................................................................................................................2
Catering for diversity..........................................................................................................................2
The general capabilities and cross-curriculum priorities....................................................................3
Health and Physical Education: Health Education...........................................................................4
Diagram 1 – How to read the teaching and learning exemplar..........................................................5
Ways of teaching................................................................................................................................5
Ways of assessing...............................................................................................................................6
Year level description.........................................................................................................................7
Year 5 Achievement Standard............................................................................................................7
Term 1............................................................................................................................................8
Term 2..........................................................................................................................................21
Term 3..........................................................................................................................................32
Term 4..........................................................................................................................................47
Appendix A: Resources.................................................................................................................59
Appendix B: Assessment Exemplar 1.............................................................................................67
Weeks 1 to Week 4...........................................................................................................................71
Week 5.............................................................................................................................................71
Week 6.............................................................................................................................................71
Week 7.............................................................................................................................................71
Week 8.............................................................................................................................................71
Learning experiences........................................................................................................................71
Week 8.............................................................................................................................................72
Appendix C: Assessment Exemplar 2.............................................................................................74
Background
This Teaching and Learning Exemplar (the exemplar) has been developed by the School Curriculum
and Standards Authority (the Authority) as part of the School Education Act Employees (Teachers and
Administrators) General Agreement 2017 (Clause 61.1–61.3).
The Western Australian Curriculum and Assessment Outline (the Outline –

https://k10outline.scsa.wa.edu.au/) sets out the mandated curriculum, guiding principles for
teaching, learning and assessment, and support for teachers in their assessment and reporting of
student achievement. The Outline recognises that all students in Australian schools, or international
schools implementing the Western Australian curriculum, are entitled to be given access to the eight
learning areas described in the Alice Springs (Mparntwe) Education Declaration, December 2019.
This Health Education exemplar for Year 5 articulates the content in the Outline and approaches to
teaching, learning and assessment reflective of the Principles of Teaching, Learning and Assessment.
This exemplar presents planning for eight weeks of teaching and learning for each of the four terms,
with a time allocation of one hour per week. The planning includes suggested assessment points.
Teaching
The year-level syllabuses for each learning area deliver a sequential and age-appropriate progression
of learning and have the following key elements:
 a year-level description that provides an overview of the context for teaching and learning in the
year
 a series of content descriptions, populated through strands and sub-strands, that sets out the
knowledge, understanding and skills that teachers are expected to teach and students are
expected to learn
 an achievement standard that describes an expected level that the majority of students are
achieving by the end of a given year of schooling. An achievement standard describes the quality
of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that
indicate the student is well-placed to commence the learning required in the next year.
Assessing
Assessment, both formative and summative, is an integral part of teaching and learning. Assessment
should arise naturally out of the learning experiences provided to students. In addition, assessment
should provide regular opportunities for teachers to reflect on student achievement and progress. As
part of the support it provides for teachers, this exemplar includes suggested assessment points. It is
the teacher’s role to consider the contexts of their classroom and students, the range of assessments
required, and the sampling of content selected to allow their students the opportunity to
demonstrate achievement in relation to the year-level achievement standard. Teachers are best
placed to make decisions about whether the suggested assessment points are used as formative or
summative assessment and/or for moderation purposes.
Draft | Health and Physical Education | Health Education | Year 5 | Teaching and Learning Exemplar 1
Reflecting
Reflective practice involves a cyclic process during which teachers continually review the effects of
their teaching and make appropriate adjustments to their planning. The cycle involves planning,
teaching, observing, reflecting and replanning. Throughout this cycle, teachers adjust their plans as
they work with their students to maximise learning throughout the year. As such, a long-term set of
tightly planned lessons is not conducive to reflective practice.
This exemplar supports reflective practice and provides flexibility for teachers in their planning. The
exemplar shows how content can be combined and revisited throughout the year. Teachers will
choose to expand or contract the amount of time spent on developing the required understandings
and skills according to their reflective processes and professional judgements about their students’
evolving learning needs.
Catering for diversity
This exemplar provides a suggested approach for the delivery of the curriculum and reflects the
rationale, aims and content structure of the learning area. When planning the learning experiences,
consideration has been given to ensuring that they are inclusive and can be used in, or adapted for,
individual circumstances. It is the classroom teacher who is best placed to consider and respond to
(accommodate) the diversity of their students. Reflecting on the learning experiences offered in this
exemplar will enable teachers to make appropriate adjustments (where applicable) to better cater
for students’ gender, personal interests, achievement levels, socio-economic, cultural and language
backgrounds, experiences and local area contexts.
At any point, teachers can adjust the:

 timing of the lessons, e.g. allowing more time where required, or changing when content is
taught to fit local or cultural celebrations, such as NAIDOC Week
 scheduling of assessments to allow for further consolidation of teaching and learning, or to
accommodate students’ participation in personal or cultural events, such as Ramadan
 mode of delivery, e.g. allowing students to present an oral report rather than a written one, or
contributing to a digital blog instead of a written journal
 setting of the lessons, e.g. incursions or guest speakers
 opportunities to engage with the content descriptions, e.g. consolidating an inquiry skill needed
in Health Education within another learning area, or reading a novel during English that
complements information being studied in Health Education
 ways students work, e.g. students supporting each other in mixed ability groups or teachers
forming ability groups for targeted support
 delivery of the content descriptions to make it more engaging, challenging or appropriate,
e.g. digital resources, role-play activities and picture books
 teaching strategies used, e.g. building up to collaborative group structures by engaging in
partner work first or changing a book-based lesson to an excursion or incursion
 content descriptions, skills or modes of learning for individuals with formal or informal learning
adjustments.
The general capabilities and cross-curriculum priorities
The Outline incorporates seven general capabilities and three cross-curriculum priorities that can be
utilised to connect learning across the eight learning areas.
The general capabilities and cross-curriculum priorities encompass the knowledge, skills, behaviours
and dispositions that will assist students to live and work successfully in the twenty-first century.
Teachers may find opportunities to incorporate the capabilities and priorities into their teaching and
learning programs.
The full description and exemplification of the general capabilities can be found on the Authority
website: https://k10outline.scsa.wa.edu.au/home/teaching/general-capabilities-over/general-
capabilities-overview/general-capabilities-in-the-australian-curriculum.
The full description and exemplification of the cross-curriculum priorities can be found on the
Authority website: https://k10outline.scsa.wa.edu.au/home/teaching/cross-curriculum-priorities2/
cross-curriculum-priorities.
Health and Physical Education: Health Education
The Western Australian Curriculum: Health and Physical Education provides opportunities for
students to be part of a healthy, active population and experience the personal and social benefits of
living a healthy, active and fulfilling life.
The Health and Physical Education curriculum comprises two strands; Personal, social and
community health and Movement and physical activity. The content in each strand is further
organised under three interrelated sub-strands.
Personal, social and community health
 Being healthy, safe and active

 Communicating and interacting for health and wellbeing
 Contributing to healthy and active communities
Movement and physical activity
 Moving our body

 Understanding movement
 Learning through movement
The Health and Physical Education curriculum has been shaped by five interrelated propositions that
are informed by a strong evidence base. The Health Education Teaching and Learning Exemplar has
been informed by these same propositions to include:
 Focus on educative purposes
 Take a strengths-based approach
 Value movement
 Develop health literacy
 Include a critical inquiry approach.
Consistent with a strengths-based approach, a successful Health and Physical Education program is
one where teachers select ongoing contexts that are accessible and meaningful to students as a
focus for building on their particular strengths and interests.
While the exemplar has been written for one hour per week, education systems/sector, including the
Department of Education, Catholic Education Western Australia, and the Association of Independent
Schools of Western Australia, may have programs additional to the Western Australian Health and
Physical Education curriculum that are taught in schools.
Diagram 1 – How to read the teaching and learning exemplar
2 3
2a
1
2b
2c
1. The Western Australian curriculum is the mandated curriculum content to be taught from the
Western Australian Curriculum and Assessment Outline.
2. Teaching and learning intentions may provide additional information and/or examples to assist
the interpretation of curriculum content.
a. Focus questions scaffold the teaching and learning and are integral to the learning
experiences.
b. Support notes assist teachers to unpack the content and support teaching and learning
experiences.
Website suggestions are provided for teachers to consider.
c. Suggested assessment points provide opportunities to monitor student progress and to
facilitate teacher planning.
3. Learning experiences are the interaction and activities that take place to facilitate learning.
Ways of teaching
This Year 5 exemplar provides a suggested approach to planning for the delivery of the Health
Education curriculum and reflects the rationale, aims and content structure of the Health Education
curriculum. The 'ways of teaching' aim to support teachers with planning for curriculum delivery
across the years of school, with the teaching in each year extending learning in previous years.
The 'ways of teaching' complement the principles of teaching and learning in the Outline. The
principles focus on the provision of a school and class environment that is intellectually, socially and
physically supportive of learning. The principles assist whole-school planning and individual
classroom practice.
In consultation with the school community, teachers are encouraged to select resources that are
relevant and appropriate to the school context, the needs of the school, and the needs of learners.
The mandated Health Education curriculum content is sequenced over four terms in this exemplar.
The Learning experiences are suggestions: teachers are encouraged to adopt and adapt those ideas
that are suitable and/or relevant to the school context. Where curriculum content is elaborated with
‘such as’ examples, teachers are reminded that these dot points are not the mandated content, they
are suggestions to support the understanding and exemplification of content.
Appendix A provides a list of some of the online resources that teachers may choose to use to
support teaching and learning. Teachers are encouraged to review the materials and make informed
decisions regarding the suitability and appropriateness of these resources for their students.
Further information on ways to teach Health and Physical Education can be found on the Authority
website: https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/health-and-
physical-education/health-and-physical-education-overview/ways-of-teaching.
Note: links to electronic resources
This sequence of lessons may utilise electronic web-based resources, such as YouTube videos.
Schools are advised to install advertising blocking software prior to using online material.
Additionally, teachers should be present while an electronic resource is in use and close links
immediately after a resource such as a video has played to prevent default ‘auto play’ of additional
videos. Where resources are referred for home study, they should be uploaded through Connect, or
an equivalent system, that filters advertising content.
Ways of assessing
The suggested assessment points included in this exemplar alert teachers to only some of the
opportunities to monitor individual student progress and achievement during day-to-day learning
activities. Teachers can decide whether the suggested assessment points are to be used as learning
experiences, formative or summative assessment or, alternatively, to plan and develop their own
assessments. Information collected from these assessments will allow teachers to monitor student
learning and development to inform future planning, provide a focus for feedback to students,
support discussions with parents, and provide evidence for reporting on student achievement
requirements. Teachers should consider a range of ways in which evidence of student achievement
will be collected in addition to the examples provided in this exemplar. Where possible, the
assessment criteria should be developed with the students and made visible to guide their work.
Further assessment strategies can be found on the Authority website:

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/health-and-physical-
education/health-and-physical-education-overview/ways-of-assessing.
In addition to the suggested assessment points, Appendix B and Appendix C provide teachers with
examples of assessments that can be used for both assessment and moderation purposes. Both
assessments provide teachers with the resources, or links to resources, required for students to
complete the task, and are accompanied by marking keys to ensure teachers make valid and reliable
judgements on student achievement. The exemplar supports the prior learning required for students
to complete the tasks in both Appendix B and Appendix C.
Year level description
In Year 5, the content provides students with the opportunity to focus on the influence of emotional
responses on relationships and to develop skills and strategies to manage changing relationships
occurring at key transition points in their lives. They learn about ways they can take action to
promote safe and healthy lifestyle practices in a range of contexts. They also 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 specialised 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.
The Health and Physical Education curriculum provides opportunities for students to develop,
enhance and exhibit attitudes and values that promote a healthy lifestyle.
Year 5 Achievement Standard
Health Education
At Standard, students identify practical strategies for promoting a healthy lifestyle and adapting to
changing situations that occur as they grow and mature.
They identify emotional responses appropriate to different situations and apply skills and strategies
to manage relationships over time.
Physical Education
At Standard, students perform a variety of refined fundamental movement skills. 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 identify the effects on movement skills
when effort, space, time, objects and people are manipulated. Students demonstrate ethical
behaviour and use this to be effective when taking on the role of player, coach or referee/umpire.
TERM 1
Weeks 1–8
Draft | Health and Physical Education | Health Education | Year 5 | Teaching and Learning Exemplar | Term 1 9
Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 1 Focus questions Teaching
Being healthy, safe and active  What factors contribute to making me an individual? Different contexts and situations
 Which situations have challenged me? 1. Use a collaborative learning strategy to acknowledge
Ways that individuals and groups adapt to that situations may happen and that individuals and
 Which situations have made me feel uncomfortable?
different contexts and situations groups may not always react positively.
 How did I react to these situations?
 What would I change? Refer to the School Drug Education and Road Aware
Support notes (SDERA) website noted in the Support notes for
examples.
The purpose of the learning experiences in Weeks 1–4 is to 2. Share a range of contexts and situations that students
explore how individuals react to different contexts and may have experienced.
situations in a variety of ways. A strengths-based approach 3. Discuss the way that individuals and groups may have
aims to support students to develop the knowledge, reacted.
understanding and skills required to make healthy, safe and Identify the range of reactions and the relevant
active choices. emotions.
Acknowledge appropriate and inappropriate
 Teachers are encouraged to refer to the protective
behaviours and reactions.
interrupting guide:
4. Suggest ‘helpful thinking strategies’ to deal with
Department of Health – Growing and Developing
emotions. Use a collaborative learning strategy for
Healthy Relationships – Protective interrupting
students to develop a repertoire of positive strategies.
https://gdhr.wa.gov.au/-/teaching-ti-3.
 Teachers are encouraged to establish a shared Learning
understanding of a safe classroom space conducive to
active listening and safe participation in group  Create three ‘Have you ever?’ scenarios for others to
Western Australian
curriculum content
discussion. An activity that establishes appropriate consider and react to.

speaking and listening behaviours may be required at  Share the scenarios with others.
the commencement of learning.  Respond to one or two of the scenarios using a helpful
 Teachers may choose to use the following resource: thinking strategy.
School Drug Education and Road Aware – Challenges
and Choices Year 5 Focus Area 1: Resilience and
wellbeing, page 32, activity sheet, Have you ever?
https://www.sdera.wa.edu.au/resources/primary-
resources/challenges-and-choices-primary/.
The activity sheet may be used to generate conversation as

part of the collaborative learning strategy.
Suggested assessment point
Formative assessment
 Identify situations where reactions may not be positive.
 Select helpful thinking strategies.
 Apply helpful thinking strategies.
Western Australian
curriculum content
Week 2 Support notes Teaching
Being healthy, safe and active Teachers may choose not to introduce the terms optimistic Helpful thinking
and pessimistic. Teachers are best placed to make this 1. Review the language of helpful thinking and introduce
Ways that individuals and groups adapt to decision based on the learning needs of students. the terms optimistic and pessimistic (if appropriate).
different contexts and situations 2. Use a collaborative strategy to define the terms.
Teachers may choose to use the available resources on the Display the information in a visible location.
School Drug Education and Road Aware website. 3. Use a Graffiti wall activity to share information about:
(Appendix A)  The feelings and emotions experienced by an
In consultation with the school community, teachers are optimist and a pessimist.
encouraged to select resources that are relevant and  Defining how emotions may be helpful/unhelpful.
appropriate to the school context, the needs of the school,  Colours and body language that reflect the two
and the needs of learners. The suggested website may extremes.
provide additional support and/or alternate activity  Strategies and words that promote helpful thinking.
suggestions. Teachers are best placed to make decisions Learning
about resources most appropriate to leaners.
 Create a list of strategies to promote awareness of
Suggested assessment point optimistic thinking. Be creative in how to share and
deliver the information to peers.
 Identify helpful thinking strategies.
Western Australian
curriculum content
Being healthy, safe and active  Why do I feel like that? Helpful thinking
 Can I change my feelings? 1. List a range of emotions on cards. Instruct students to
Ways that individuals and groups adapt to sort the emotions into groups. Do not indicate the
Support notes
different contexts and situations types of groups that should be created.
Teachers will need to prepare an assortment of cards with 2. Students participate in a silent walk and consider the
a range of feelings/emotions. organisation of other groups’ cards.
Teachers may choose to use the following resource: 3. Discuss the broader categories that students have
 School Drug Education and Road Aware – Challenges chosen to use as organisers.
and Choices Year 5 Focus Area 1: Resilience and 4. Identify negative or less pleasant emotions. Use a
wellbeing, page 41, activity sheet, The A–Z of feelings collaborative learning strategy to suggest helpful
https://www.sdera.wa.edu.au/resources/primary- thinking strategies around these.
resources/challenges-and-choices-primary/ 5. Explain the task.
 Review the context or situations addressed in
Teachers may choose to use additional resources suggested
Week 1.
in Appendix A.
 Apply the helpful thinking strategies that have been
Students will need to use a marking criteria to provide developed over the learning experiences.
feedback to their peers in Week 4. Consider the language  Create a display or another method to
used to explain the task during the Week 3 teaching and communicate helpful thinking strategies to others.
learning. Consider the audience. Make the information
accessible and engaging.
Western Australian
curriculum content
Formative assessment Learning

 Identify helpful thinking strategies.
 Students complete the task. Use a creative strategy so
the information can be shared with others in the
following lesson.
Western Australian
curriculum content
Being healthy, safe and active The criteria is best negotiated with students and should use Helpful thinking
the same language and ideas from Week 3 teaching and 1. Review the task from Week 3. Allow time to complete
Ways that individuals and groups adapt to learning. Features may include: tasks and to set up a display or sharing of the
different contexts and situations
 Information that is simple and accessible to all students information resources that students have developed.
 Information that is visually appealing. 2. Discuss criteria for what good information and advice
 Ideas and messages that are easy to remember. may look like. Identify the purpose and the importance
Suggested assessment point of feedback.
Formative assessment Learning

 Review strategies provided by others.
 Share the information about how helpful thinking
 Provide feedback to peers.
strategies can be applied to different contexts and
situations.
 Review the work of others and provide feedback.
Western Australian
curriculum content
Communicating and interacting for  What is a relationship? Relationships

health and wellbeing  Who do you have a relationship with? 1. Use a collaborative learning strategy to develop a list of
 What are the different types of relationships? relationships that students may be part of. These may
Skills and strategies to establish and include relationships with friends, family members,
manage relationships over time, such as: Support notes sporting groups or teams, school community members
 exploring why relationships change and new people.
 assessing the impact of changing Although the stem of the content is mandated, the skills
Refer to the following website to view a range of
relationships on health and wellbeing exemplified after ‘such as’ are choices the teacher is best
relationships:
 building new friendships placed to make, depending on the learning needs of
 ReachOut – Relationships
students.
 dealing with bullying and harassment https://au.reachout.com/relationships
The application and/or relevance of skills listed below are
Refer to Appendix A for additional resources.
intended to support the delivery of the mandated, Western
2. Create a shared understanding of what a relationship
Australian curriculum:
is. Display in a visible location.
 exploring why relationships change
3. Use a fishbone (or similar) as a graphic organiser to
 assessing the impact of changing relationships on
show students relationship types, such as friendship,
health and wellbeing
family etc., and use these as headers or organisers. Use
 building new friendships
the names of the relevant people to fill the ‘bones’ of
 dealing with bullying and harassment.
the fish.
Teachers are encouraged to refer to the protective Teachers may use a fictitious character or their own
interrupting guide at the link below: relationships as an example.
 Department of Health, Growing and Developing 4. Use a collaborative learning strategy to share and
Western Australian
curriculum content
Healthy Relationships – Protective interrupting discuss how and where new friendships can be built.
https://gdhr.wa.gov.au/-/teaching-ti-3 5. Create a list of shared strategies as a class for visual
The summative assessment task for this content is timed display.
and sequenced for Week 8 of Term 1. Details are located in
Appendix B of the exemplar. The subsequent lessons Learning
provide teaching and learning opportunities for the explicit  Students work independently to create a graphic
teaching and learning of content. Teachers are encouraged organiser to name the people in their life and show the
to review the task and provide relevant feedback to relationships.
students so they are prepared.  Add strategies and ideas about how to build new
Suggested assessment point friendships.
 Identify personal relationships.
 Apply strategies to develop new friendships.
Western Australian
curriculum content
Communicating and interacting for  How and why do relationships change? Relationships
health and wellbeing  What are the benefits of this? 1. Use a collaborative learning strategy to discuss how
 How can relationships grow to be stronger (or more relationships and friendships may change and end.
Skills and strategies to establish and 2. Explain the task.
distant)?
manage relationships over time, such as:  Use a positive and minus chart to identify the
 How can changes to relationships affect us
 exploring why relationships change emotional responses to relationship and friendship
emotionally?
 assessing the impact of changing changes.
relationships on health and wellbeing The focus questions are relevant to the Learning  Share the positive and minus chart with others. Add
 building new friendships experiences in Weeks 6 and Week 7. information that you have learnt.
 dealing with bullying and harassment 3. Use the Reach Out resource (Four steps for coping with
Support notes
changing friendships) to address the impact of changing
Teachers are encouraged to refer to link below for support relationships.
notes about coping with changing friendships. 4. Use a collaborative learning strategy to discuss the Four
 ReachOut – 4 steps for coping with changing steps, and develop strategies to support peers.
friendships
Learning
https://au.reachout.com/articles/4-steps-for-coping-
with-changing-friendships  Students complete the task.
Suggested assessment point The purpose of this work is to inform others of these
messages and strategies.
 Communicate 4 steps for coping with changing
Western Australian
curriculum content
friendships.
Western Australian
curriculum content
Communicating and interacting for Teachers may use the student interactive resource on the Relationships
health and wellbeing Kids Helpline website as part of the learning experience. 1. Create a list of feelings students may experience. Place
 Kids Helpline – How are you feeling today? these in a visible location.
Skills and strategies to establish and 2. Discuss how other people may impact and/or shape
https://kidshelpline.com.au/kids
manage relationships over time, such as: how we feel.
 exploring why relationships change The site prompts students to choose: 3. Show students how to use the interactive Kids Helpline
 assessing the impact of changing  How they are feeling, and to identify who or what may website.
relationships on health and wellbeing be evoking these emotions. 4. Explain the task.
 building new friendships  The site provides a range of short stories with skills  Choose one of the feelings identified in the Week 6.
 dealing with bullying and harassment and strategies that may support students to manage  Write a brief statement or short story (similar to
their relationships and emotions. those viewed online).
 Illustrate the statement or short story (time
Teachers may choose to use resources on the following
permitting).
website:
 School Drug Education and Road Aware – Year 5 Focus Learning
Area 1: Resilience and wellbeing, page 41, activity
sheet, The A–Z of feelings  Students complete the task.
https://www.sdera.wa.edu.au/resources/primary- Work in pairs or individually to create a short story or
resources/challenges-and-choices-primary/ brief statement, similar to those viewed online.
 Illustrate the statement or the short story.
Western Australian
curriculum content
 Create a story that demonstrates relationship change

over time.
Western Australian
curriculum content
Communicating and interacting for Teachers may refer to the Authority’s Judging Standards Relationships
health and wellbeing materials (Year 5 Health work samples). The samples 1. Review the list of emotions created in Week 7.
provide ideas for the letters that teachers may choose to 2. Share stories written by class members.
Skills and strategies to establish and adopt and adapt. Teachers may choose to contextualise the 3. Use a collaborative learning strategy to discuss the
manage relationships over time, such as: letters so they are relevant and suitable to the learning range of skills and strategies provided by others.
 exploring why relationships change needs of students in the group. 4. Explain the task.
 assessing the impact of changing  Students read and respond to three short letters
relationships on health and wellbeing Suggested assessment point (scenarios) provided by the teacher.
 building new friendships  Students write a response that considers the
Summative assessment
 dealing with bullying and harassment wellbeing of the writer.
 See Summative assessment: Managing Relationships:
Please help! (Appendix B) Learning
 Write a suitable response to the scenarios described.
 Students complete the task.
Consider the wellbeing of the writer.
TERM 2
Weeks 1–8
Western Australian
Curriculum content
Communicating and interacting for  What does friendship look like? Friendship
health and wellbeing  What is my role within a friendship? 1. Use a cooperative learning strategy to discuss and list
the qualities of a good friend. Place these in a visible
Skills and strategies to establish and Support notes location.
manage relationships over time, such as: 2. Brainstorm ideas and strategies.
 exploring why relationships change Teachers are encouraged to refer to the following website
for support notes and ideas about making friends.  Consider how to make friends, e.g. asking to join in
 assessing the impact of changing with a game, inviting/accepting another person into
relationships on health and wellbeing  ReachOut – How to make friends at school
a game.
 building new friendships https://au.reachout.com/articles/how-to-make-friends-
 Develop an awareness of people who may like to
at-school
 dealing with bullying and harassment be included in your friendship group and how to
Suggested assessment point promote acceptance.
 Discuss the role of a positive friend in the
Formative assessment relationship.
 Identify the qualities of a good friend.
 List strategies about how to make friends. Learning
 Work collaboratively to create a brief dramatisation or

role-play of the ideas and strategies about how to make
friends.
 Present the role-play to peers.
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curriculum content
Communicating and interacting for  What is a bully? Friendship

health and wellbeing  What does the behaviour of a bully look like and sound 1. Review the Week 1 task: identify the qualities of a good
like? friend.
Skills and strategies to establish and 2. Explain the task.
 Why does a bully behave like that?
manage relationships over time, such as:  Identify the qualities of a bully. (Aim to show the
 What is my role as a bystander?
 exploring why relationships change contrast between the bully and the good friend in
 What if I am being bullied?
 assessing the impact of changing classroom discussion.)
 What is harassment?
relationships on health and wellbeing  Share these qualities with two other people and
 building new friendships Support notes add to the list any additional qualities of a bully.
 dealing with bullying and harassment 3. Share the qualities as a class and collate a list of
Teachers may choose to consider teaching and learning
qualities and/or behaviours that a bully would
opportunities across other learning areas to contextualise
demonstrate. Display in a visible location.
the health content delivered, and the learning experiences
4. Define the term harassment and discuss the associated
outlined.
behaviours and actions.
Suggested assessment point 5. Create a character profile of a fictional bully using the
qualities identified. Model this style of writing to
Formative assessment students before creating their own.
 Identify the characteristics of a bully. Note, this work is required as part of the activity in
 Explain how characteristics of a bully are not conducive Week 3. Teachers must de-identify the work of student
to positive relationships over time. names for the purpose of sharing. Keep the original
copy that identifies who the work belongs to.
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Learning
 Write a character profile for a fictional bully. Students

write their name on the back of the page.
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Communicating and interacting for Teachers are encouraged to develop their own Friendship
health and wellbeing advertisement for friendship to suit the context of the 1. Use a job advertisement as a stimulus for class
students. The qualities of a good friend were determined discussion. Select a role that is exciting and appealing
Skills and strategies to establish and by students in Week 1 of the learning experience. Use the to students. Identify the favourable qualities that
manage relationships over time, such as: same language and the qualities that were determined by employees are looking for.
the students to write the advertisement. 2. Read an advertisement for friendship, ‘a friend wanted
 assessing the impact of changing
advertisement’. Use a catchy title to engage students
relationships on health and wellbeing Teachers should consider the class dynamics and the and the qualities of a ‘good friend’ that were developed
 building new friendships implications of the activity. in Week 1.
 dealing with bullying and harassment Teachers are best placed to write the advertisement
Additional time may be needed to discuss and share the
responses that students wrote and received. based on the qualities decided in Week 1 and the
language used by students.
Suggested assessment point 3. Explain the task.
 Identify the favourable qualities required in the
friendship advertisement.
 Identify the characteristic of a bully.
 The character profiles (of a bully) written in Week 2
 Explain how characteristics of a bully are not conducive
are the applications.
to positive relationships over time.
 Draft a response to the character profile about
their unsuccessful application to be a friend.
Explain why they ‘did not get the job’ in the
response. Aim to be positive and kind when
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responding.
4. Teachers match the response to the character report
and return to the student who wrote the character
report.
Learning
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curriculum content
Communicating and interacting for Teachers may choose to use resources from the following Bullying
health and wellbeing website: 1. Review the activity from Week 3 and share the
 School Drug Education and Road Aware – Challenges responses students wrote and received.
Skills and strategies to establish and 2. Identify the common behaviours and qualities of the
and Choices Year 5 Focus Area 1: Resilience and
manage relationships over time, such as: ‘bully’.
wellbeing, page 44, Activity 5, Bullying is everyone’s
 exploring why relationships change problem, Graffiti questions Refer to the SDERA resource, Graffiti questions and
 assessing the impact of changing https://www.sdera.wa.edu.au/resources/primary- develop a shared understanding of the questions that
relationships on health and wellbeing resources/challenges-and-choices-primary/ have been selected for use.
 building new friendships 3. Rotate groups through the questions selected so that
 dealing with bullying and harassment Suggested assessment point information, ideas and responses are shared.
Formative assessment 4. Students select one of the questions to develop an
 Identify skills and strategies to deal with bullying. informative poster, graphic or other means of
communicating information about dealing with
bullying. Student learning may be represented in a
digital format or as visual or performance art. This
decision is best made by the teacher.
Learning
 Identify the skills and strategies to deal with bullying.

 Effectively communicate ways to deal with bullying.
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Curriculum content
Communicating and interacting for Teachers are encouraged to locate online images of Bystanders
health and wellbeing Balance of power scales. The visual aid may be used to 1. Use a visual representation of scales (Balance of power)
explain the abstract concept of balance of power. to explain the power shift in a relationship between a
Skills and strategies to establish and bully and the victim.
manage relationships over time, such as: If possible use physical scales and figurines to represent the 2. Use a collaborative learning strategy to consider the
 exploring why relationships change bully and the victim. Use marbles to represent words and role of the bystander. Discuss how a third person can
 assessing the impact of changing actions that weigh the victim down. Attach words to the influence the situation and shift the power.
relationships on health and wellbeing marbles using adhesive. 3. Explain the task.
 building new friendships  Choose a way to represent the power shift and the
 dealing with bullying and harassment role of the bystander.
Formative assessment  Represent the bystander as having the power to
 Identify skills and strategies to deal with bullying. change or make a difference to the situation.
 Explain the role of a bystander and the difference this  Write a list of strategies that may ‘shift the balance
can have. of power’.
Learning

Communicate the information verbally, in written form
or by another means.
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Curriculum content
Communicating and interacting for Collate a set of feelings, colour code and write on a card. Bystanders
health and wellbeing Feelings may be colour coded as those that students like or 1. Review the balance of power activity from Week 5. Use
dislike, and are positive or negative or pleasant or a visual representation of how the bully and the victim
Skills and strategies to establish and unpleasant, depending on how teachers have referred to are represented, and where the bystander may sit.
manage relationships over time, such as: feelings in past learning. 2. Consider the emotional wellbeing of each of the roles
 exploring why relationships change that have been identified and how they may be feeling.
 assessing the impact of changing Teachers may choose to use resources from the following 3. Discuss the feelings on the cards and attach the
relationships on health and wellbeing website: emotion to the relevant role.
 building new friendships  School Drug Education and Road Aware – Challenges 4. Propose different scenarios to students where the
 dealing with bullying and harassment and Choices Year 5 Focus Area 1: Resilience and bystander takes a more active role to balance the
wellbeing, page 41, activity sheet, The A–Z of feelings power and how the emotional wellbeing and feelings
https://www.sdera.wa.edu.au/resources/primary- can shift.
resources/challenges-and-choices-primary/
Learning
 Create two scenarios either in a short written format,
Formative assessment as a diagram, digital representation or dramatisation.
 Identify skills and strategies to deal with bullying. Show one scenario where the bully has the power and
 Explain the role of the bystander and the difference this allocate the relevant feelings that the others may have.
can have. Show the other scenario where the victim has the
power, and the relevant feelings that others may have.
Be sure to include the bystander in both scenarios.
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Curriculum content
Being healthy, safe and active  What does wellbeing mean? Wellbeing
 What does wellbeing look and feel like? 1. Consider and discuss the term wellbeing and what this
Reliable sources of information that means for students.
 How can I check my wellbeing?
inform health, safety and wellbeing, such 2. Guide students to define the types of wellbeing. These
 Where can I get help?
as: may include physical, social and emotional wellbeing.
 How can I make sure that the ‘help’, is actually the right
 internet-based information Engage students in a graffiti wall activity and contribute
help?
 community health organisations to positive behaviours and actions that will support the
 publications and other media Support notes types of wellbeing.
3. Tell students there is additional support and
The first 6 weeks of the Term 2 exemplar focused on skills
information available to inform health and wellbeing.
and strategies to establish and manage relationships. The
4. Show students the importance of choosing reliable
learning experiences explored friendships, relationships
sources of information. Show students an example of a
and bullying.
source of information.
The Week 7 content is reliant on this context, and requires 5. Develop criteria for choosing reliable information.
students to make decisions about reliable sources of
Learning
information to inform their wellbeing. The websites
referred to in Appendix A are suitable for this purpose.  Review the wellbeing criteria. Provide examples of the
criteria where and if possible. (For example, if one of
the criteria is a government website, provide a link and
Formative assessment highlight the relevant web address that indicates the
 Explain the term wellbeing. link is authentic).
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 Identify reliable information sources.
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Being healthy, safe and active  What is the information trying to tell me? Wellbeing
 Is it effective? 1. Review the term wellbeing.
Reliable sources of information that 2. Establish the criteria for selecting reliable sources of
 Is it reliable?
inform health, safety and wellbeing, such information.
 Where is this information from?
as: 3. Show students an example of unreliable information.
 Who checks and monitors the information?
 internet-based information 4. Discuss the dangers and the damage this may cause.
 Where can I find out more?
 community health organisations 5. Explain the task.
 publications and other media Suggested assessment point  Review a minimum of two sources of reliable
and/or unreliable information.
 Annotate or mark up the information source.
 Explain the term wellbeing.
 Apply criteria to unreliable sources of information. Learning

 Address the parts that are misleading and not reliable.
TERM 3
Weeks 1–8
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Week 1 Focus question Teaching
Being healthy, safe and active  What is puberty? Puberty

 Why does puberty happen? 1. Use a small group strategy to allow students to respond
Changes associated with puberty which to the focus questions. Provide an opportunity for
 Is puberty normal?
vary with individuals: students to share responses with peers they feel
 What are the types of changes that happen during
 physical comfortable working with.
puberty?
 mental 2. Consider the first focus question and develop a shared
 Who can I speak to about these changes?
 emotional understanding. Display in a visible location.
 How can I find information to help me manage this
change? 3. Establish the fact that changes associated with puberty
may be physical, mental and emotional.
Support notes 4. Explain the task.
 Work with a partner. Use the outline of a body
In consultation with the school community, teachers are
shape and hold in half, vertically.
encouraged to select resources that are relevant and
 On one half of the body, state or draw the changes
appropriate to the school context, the needs of the school,
that take place during puberty.
and the needs of learners.
 On the other half, write questions about the
Support materials, information and additional strategies changes that may occur. Use colour coding to show
may be sourced from the following website. that the changes may be physical, mental or
 Department of Health, Growing and Developing emotional.
Healthy Relationships – Body changes during puberty
Learning
https://gdhr.wa.gov.au/-/body-changes-during-puberty
Teachers are encouraged to refer to the protective
interrupting guide available at the link below.
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 Department of Health, Growing and Developing

Healthy Relationships – Protective interrupting
https://gdhr.wa.gov.au/-/teaching-ti-3
 Identify that puberty means change.
 Explain that changes may be physical, mental and
emotional.
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Being healthy, safe and active  Which parts of my body may start to change? Helpful thinking
 Why have I started to change/not change? 1. Address specific questions students may have asked in
Changes associated with puberty which the previous lesson or are appropriate to the learning
 Why do I feel like this?
vary with individuals: needs of students.
 What strategies can I use to help me cope with
 physical 2. Use a collaborative learning strategy to identify the
changes?
 mental physical changes associated with puberty, as well as the
 emotional Support notes mental and emotional changes.
3. Create a shared list for students to refer to. Identify
The focus on developing strategies for students is to
frustrations and challenges and group these together.
encourage a strengths-based approach. A strengths-based
4. Acknowledge frustrations and negativity that may be
approach is characterised by focusing on supporting
experienced during puberty related changes.
students to develop knowledge, understanding and skills
5. Revisit the term ‘helpful thinking’. Explain that these
required to make healthy, safe and active choices. This
are strategies that can be implemented or adopted to
approach affirms that students and their communities have
support students during what may be a challenging
particular strengths which can be nurtured to improve
time for some.
health, irrespective of the context.
6. Refer to online support resources for appropriate
The term ‘helpful thinking’ has been adopted from the language and additional activities.
Year 5 Resilience and Wellbeing resource, at the link below. 7. Explain the task.
Teachers are encouraged to review this resource and  Choose two or three of the frustrations identified.
consider the concepts and the support resources available.  Work with a peer to offer helpful thinking strategies
and solutions to address the frustrations.
 School Drug Education and Road Aware – Challenges  Use sticky notes to record the information and
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and Choices Year 5 Focus Area 1: Resilience and create a list of helpful strategies for others.
wellbeing, page 31, Activity 1, Using helpful thinking to Learning
bounce back
https://www.sdera.wa.edu.au/resources/primary-  Students complete the task.
resources/challenges-and-choices-primary/  Work collaboratively to consider and create relevant
and appropriate strategies.
 Identify that puberty means change.
 Apply helpful thinking strategies as a way to cope with
and manage change.
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Being healthy, safe and active  What is mental health? Helpful thinking
 What does it look like and feel like? 1. Discuss the list of helpful thinking strategies and ideas
Changes associated with puberty which developed in Week 3.
vary with individuals: Support notes 2. Consider the changes associated with puberty that may
 physical impact wellbeing.
 mental The term mental health is both far-reaching and complex.
Some questions and the direction of some conversations 3. Identify sources of information that inform health.
 emotional Choose sources that are suitable and available for
may be difficult for teachers and students to navigate.
Teachers are encouraged to keep the context of mental student use. A list of resources is provided in
Reliable sources of information that
health related to puberty and establishing positive Appendix A.
inform health, safety and wellbeing, such
strategies for improving mental health and identifying 4. Share and discuss an example of a suitable resource to
as:
emotional changes. support student awareness and understanding of the
 internet-based information
resource available.
 community health organisations
In consultation with the school community, teachers are 5. Provide a range of resources for students to review and
 publications and other media
encouraged to select resources that are relevant and consider.
appropriate to the school context, the needs of the school,
and the needs of learners. Learning
Suggested assessment point  View a range of support resources that are informative
and reliable.
Formative assessment  Rate the positives and minuses of the resource and
 Identify reliable sources of information that are share with others.
informative and appropriate.
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 Identify the emotional and mental changes associated

with puberty.
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Being healthy, safe and active Teachers may consider examples of physical, emotional and Puberty
social changes that relate to puberty. Refer to the website 1. Use a collaborative learning strategy to outline the
Changes associated with puberty which below. physical, emotional and social changes that students
vary with individuals:
 Government of Western Australia, Department of may experience during puberty.
 physical Health – Body changes during puberty 2. Share and discuss the resources that students reviewed
 mental https://gdhr.wa.gov.au/-/body-changes-during-puberty in Week 3. Allow students time to review the resource
 emotional and consider the feedback provided by others.
Suggested assessment point 3. Revise helpful thinking strategies, and not-so-helpful
Reliable sources of information that
Formative assessment thinking strategies. Show students how to apply these
inform health, safety and wellbeing, such
 Identify that puberty means change. strategies to dealing with change.
as:
The learning experience aims to bring together a range
 internet-based information  Apply helpful thinking strategies.
of suitable resources that may support students during
 community health organisations
puberty. The helpful thinking strategies promote the
 publications and other media
strengths-based approach that underpins the learning
area content.
Learning
 Choose a physical, emotional and/or social change

associated with puberty. Find suitable sources of
information that can help you understand the changes.
 Create a helpful thinking strategy to manage or deal
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with the physical, emotional and/or social changes

associated with puberty. Be creative in your approach
to sharing the information.
 Repeat the activity to address a different change or
suggest another approach.
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curriculum content
Being healthy, safe and active Teachers may choose to change the learning experience Puberty
and/or incorporate the task outlined in a different learning 1. Review the following information:
Changes associated with puberty which area. The product or demonstration of student  Changes will happen and these are associated with
vary with individuals: understanding does not need to be in written form. puberty.
 physical Teachers are encouraged to consider the Principles of  How individuals choose to deal with change is a
 mental Teaching, Learning and Assessment in their planning. choice.
 emotional Teachers are best placed to make decision based on the  Support materials are available to support
learning needs of students and the timing of sequencing of individuals.
learning area content. Teachers are reminded to assess  The quality of materials is important.
student understanding of the health content. 2. Explain the task.
 Write a diary entry or other form of
Suggested assessment point communication, to your future self.
Formative assessment  Advise yourself of the physical, mental and
 Identify that puberty means change. emotional changes they may encounter.
 Provide helpful thinking strategies.  Reassure yourself that everybody is different and
that differences are normal.
 Select appropriate and credible resources and
 Provide clear guidance about where to find
information.
information and support, and what credible
information looks like.
Learning
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curriculum content

 Provide strategies and information that is helpful.
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curriculum content
Communicating and interacting for Teachers may choose to use resources from: Emotional responses
health and wellbeing  School Drug Education and Road Aware – Challenges 1. Discuss the statements provided on the SDERA website.
and Choices Year 5 Focus Area 1: Resilience and Students complete the self-reflection activity
Ways in which inappropriate emotional individually.
wellbeing, page 43, activity sheet, Getting along with
responses impact on relationships, such 2. Read the statements aloud and adopt an extreme
others
as: viewpoint to trigger an inappropriate emotional
https://www.sdera.wa.edu.au/resources/primary-
 loss of trust resources/challenges-and-choices-primary/. response by others. For example, ‘I am not a good
 fear Consider contexts that are appropriate and relevant to listener, I hate listening to other people.’
 loss of respect students, without making direct connections to individuals 3. Explain, with examples, the impact of this behaviour on
in the class. Teachers are reminded that this is a delicate a relationship.
balance: teachers are best placed to make decisions that 4. Identify that a person’s emotional response impacts a
do not compromise relationships and friendships. relationship. Some behaviours require practise, and
that practise can lead to a positive effect on
The learning experiences aim to make students aware of relationships.
the emotional responses they may face, and that may be
inappropriate and confronting. The sequence of teaching Learning
and learning promotes a strengths-based approach,
including helpful thinking strategies and an awareness of  Review the statements and create a chart or display of
choices that an individual makes. information. Place the statement in the middle and on
either side place a positive and negative focus. Under
Suggested assessment point the negative side, write the emotional response and
the impact on a relationship; likewise on the positive
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Formative assessment side.

 Identify inappropriate emotional responses.
 Consider and explain the impact on a relationship.
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curriculum content
Communicating and interacting for The Reachout.com website provides a well-structured Emotional responses
health and wellbeing approach to managing friendships and relationships. 1. Use a collaborative learning activity to identify a range
Information about being respectful as a friend and the of inappropriate emotional responses. Collate a list of
Ways in which inappropriate emotional individual at the centre of a situation are addressed. emotions that may be deemed as ‘inappropriate’.
responses impact on relationships, such Acknowledge that these may happen regardless of age
as: ReachOut – Dealing with a toxic friendship and/or awareness.
 loss of trust https://au.reachout.com/articles/dealing-with-a-toxic- 2. Show a strengths-based approach to address such
 fear friendship. interactions. Discuss the helpful thinking strategies that
 loss of respect can support this decision-making.
3. Review the online support materials that offer
Formative assessment strategies and ideas for alternative strategies.
 Identify inappropriate emotional responses.
 Consider the impact on a relationship. Learning
 Communicate these strategies.  Identify strategies that you may use to help manage
friendships and relationships.
 Communicate these strategies in a way that best suits
you. Be prepared to share these strategies with peers in
the following lesson.
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Curriculum content
Week 8 Suggested assessment point Teaching
Communicating and interacting for Formative assessment Emotional responses

health and wellbeing  Identify strategies that may be helpful in different 1. Review the teaching process from Week 7. State the
situations. inappropriate emotional responses addressed.
Ways in which inappropriate emotional 2. Consider and discuss the emotional response of others
 Select strategies that be appropriate for use.
responses impact on relationships, such involved in the interaction or relationship. Use a
as: collaborative learning strategy to acknowledge the
 loss of trust emotional responses of others.
 fear 3. Explain the task.
 loss of respect  Strategies and coping mechanisms are learned.
Students will have the opportunity to do a gallery
walk and see a range of strategies that were
developed in Week 7.
 Choose the strategies that may be useful. Take a
picture or notes about how the information may be
used and consider using in your own repertoire or
strategies.
Learning
TERM 4
Weeks 1–8
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Curriculum content
Being healthy, safe and active  What is physical activity? Activity goals
 What physical activity do I participate in? 1. Use a collaborative learning strategy to discuss what
Reliable sources of information that physical activity includes, and the recommended time
 Who sets the guidelines for physical activity?
inform health, safety and wellbeing, such that students should engage in physical activity.
 Why are the guidelines set?
as: 2. Discuss reliable sources of information including:
 What does a reliable website look like?
 internet-based information internet-based information, publications and other
 How can we tell if the website is suitable and
 community health organisations media, and community health organisations.
appropriate?
 publications and other media 3. Navigate the Australian Government Department of
Support notes Health Website and locate information about exercise
Strategies that promote a safe, healthy
and physical activity. (See link in support notes.)
lifestyle, such as: A summative task is planned for Week 4 of this teaching
4. Identify the suggested time guidelines and discuss how
 comparing food labels on products term. Additional information about task requirements is
close students think they are to meeting the guidelines.
 increased physical activity available in Appendix C. Teachers are encouraged to review
5. Explain the task.
 practising sun safety the requirements and the marking key to inform teaching
 Record the amount of physical activity that
and learning. Before the activity, students must have an
students engage in within a week, template
understanding of the health and social benefits of regular
provided Part 1 Weekly physical activity record.
physical activity. Information may be sourced from :
 Discuss the ‘rate of exertion’ and what this means.
 Australian Government, Department of Health –
Use opportunities at school during physical
Physical activity and exercise guidelines for all
education and physical activity to identify the
Australians
differences.
https://www1.health.gov.au/internet/main/publishing.
 Inform students that they will use this information
nsf/Content/health-pubhlth-strateg-phys-act-
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Curriculum content
guidelines#npa517 as part of a task in the following week’s learning.

Teachers may write a short letter to caregivers advising  Use reliable sources of information to collate ideas
them of the task to be completed after school hours. and information for an infographic. The purpose of
Students will be required to maintain a record of physical the infographic to suggest strategies that promote
activity for 2 weeks. See the record template in Appendix C. a healthy lifestyle. Students may work in pairs to
choose a topic of interest and begin to research
Teachers may choose to include in the record the physical and collect information.
activity and physical education that students participate in
at school. Learning
Additionally, students will need to create an infographic to  Students complete the task.
promote healthy lifestyles. While some students may
choose to create the infographic based on the strategies
and information that evolves as part of promoting and
engaging in physical activity, other students may engage
with credible resources and choose other examples of
information that promotes healthy lifestyles. Examples may
include practising sun safety, and healthy food and
nutrition. Other examples are available at:
 Australian Government, Department of Health – Health
topics
https://www.health.gov.au/health-topics.
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Curriculum content
 Identify resources and information that is reliable.

 Explain the guidelines that are in place to promote
good health.
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Being healthy, safe and active The recording of information conducted at home may Activity goals
require classroom discussion and additional explanation. 1. Review student understanding of physical activity and
Reliable sources of information that Teachers may choose to demonstrate the recording of the benefits of a healthy lifestyle.
inform health, safety and wellbeing, such information on the template using time spent engaged in 2. Discuss in small groups:
as: physical activity and/or physical education while at school.  the weekly physical activity records collected
 internet-based information This provides an opportunity to discuss the term ‘rate of  the range of physical activities students
 community health organisations exertion’, and explain light, moderate or vigorous. Students participated in
 publications and other media will be required to keep an activity log for a second week.  the barriers students encountered
This creates a larger set of data and information for  the suggested guidelines and how close students
Strategies that promote a safe, healthy
students to use as part of the assessment. It also facilitates are to achieving the guidelines.
lifestyle, such as:
an additional opportunity for formative assessment and 3. Discuss goal setting with students and ask them to set a
 comparing food labels on products
teaching of concepts. goal to improve their level of physical activity.
 increased physical activity
4. Use a collaborative learning strategy to develop
 practising sun safety The research component requires students to identify and strategies that will help students improve or maintain
select reliable sources of information that inform health, the amount of physical activity they engage in.
safety and wellbeing. Teachers may consider the 5. Share the strategies as a class.
opportunities across other curriculum areas that may be 6. Review the health information that students are
appropriate. collecting and discuss the purpose of the infographic to
Suggested assessment point suggest strategies that promote a healthy lifestyle.
Allow time for research and the creation of the
Formative assessment infographic.
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 Understand the requirements of physical activity. Learning

 Compare the levels of physical activity to the suggested
 Set a goal to improve levels of physical activity.
guidelines.
 Choose a list of strategies that may be helpful to
increase levels of physical activity.
 Conduct research and create an infographic.
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Being healthy, safe and active Formative assessment Activity goals

 Consider the information recorded about physical 1. Review student understanding of physical activity and
Strategies that promote a safe, healthy the benefits of a healthy lifestyle.
activity.
lifestyle, such as: 2. Consider the information in Part 1 Weekly physical
 Compare the amount of physical activity undertaken
 comparing food labels on products activity record. Discuss as a class.
with the recommendations in the guidelines.
 increased physical activity 3. Explain the questions in Part 2 Weekly summary. This
 Apply knowledge and understanding of a topic to
 practising sun safety develop strategies that promote a safe and healthy activity is to be completed individually by students,
lifestyle. however teachers may read and explain questions as
 Create an infographic of strategies that promote a required.
healthy lifestyle. 4. Explain the requirements of the infographic, to be
submitted in Week 4. Use the information that has
been collected about a chosen topic to create an
infographic for display.
The purpose of the infographic is to inform peers and
provide strategies and ideas to promote a healthy
lifestyle.
Learning
 Complete Part 2 Weekly summary information.

 In pairs or individually, complete the infographic.
Western Australian
curriculum content
Being healthy, safe and active The Week 4 learning experiences is the summative part of Activity goals
the task. Teachers may read the questions and answer 1. Review student understanding of physical activity and
Strategies that promote a safe, healthy student questions to clarify information. Students may use the benefits of a healthy lifestyle.
lifestyle, such as: the information collected, as well as Part 1 and Part 2 of the 2. Explain the task.
 comparing food labels on products task to support them.  Independently complete Part 3 Physical activity
 increased physical activity goals using the information you have collected and
 practising sun safety Suggested assessment point the knowledge and understanding you have
Summative assessment acquired.
 Complete Part 3 Physical activity goals task.  Complete and submit the infographic task that has
(Appendix C) been developed.
 Create an infographic that provides strategies that 3. Students may ask clarifying questions before
promote a safe and healthy lifestyle. commencing the task and during the task.
Learning
 Complete Part 3 of the activity.

 Complete the infographic.
Western Australian
curriculum content
Western Australian
curriculum content
Although the stem of the content is mandated, the

contexts provided after ‘such as’ are choices the teacher
Contributing to healthy and active Bike safety
can make, depending on the learning needs of students.
communities 1. Use a game to engage students. Explain the purpose of
Bike safety is used as a context to teach preventive health
an item that is used to maintain an individual’s safety
Preventive health measures that promote measures that promote and maintain an individual’s health, and wellbeing, without naming the item. These may
and maintain an individual’s health, safety safety and wellbeing. include bike helmet, fluorescent vest, sunscreen, hats,
and wellbeing, such as: Suggested assessment point safety boots and high visibility vests. Use pictures or
 bicycle safety word cards of items that contribute to preventative
 sun safety Formative assessment health measures.
 Identify physical objects that act to prevent injury. 2. Discuss what these items have in common, or the
 Present information or a message about safety. preventative nature that promotes and maintains an
individual’s health, safety and wellbeing.
3. Provide information about bike safety. Explain in detail
the purpose of bike helmets and protective wear, as
well as visibility and safety on bikes.
4. Explain the task.
 Select an element of bike safety to promote to
peers and younger students.
 Work in small groups to develop a message about
safety.
 Communicate the message to peers.
Learning
Western Australian
curriculum content
Contributing to healthy and active Formative assessment Pedestrian safety

communities  Communicate actions that promote and encourage safe 1. Consider the importance of the pedestrian in taking
pedestrian practices. preventative measures to ensure safety and wellbeing.
Preventive health measures that promote 2. Use collaborative learning strategies to identify actions
and maintain an individual’s health, safety that may be deemed unsafe and high risk. Create a list
and wellbeing, such as: to share and review as a class.
 bicycle safety 3. Show students options that alleviate or reduce the risk.
 sun safety This may be as simple as walking on a path, not using a
mobile device while walking and/or not wearing
headphones.
Learning
 Create a poster, cartoon or another type of

communication to promote and encourage safe
pedestrian practices.
Western Australian
curriculum content
Contributing to healthy and active Teachers are encouraged to write a letter to their future Sun safety
communities self, explaining the preventative strategies that were 1. Review the school’s sun safety policy. Identify the use
adopted to protect against skin cancer. This letter may be of protective clothing, hats, sunscreen, avoiding peak
Preventive health measures that promote used as an example to show students how to start the
UV times and the provision of shade within the school
and maintain an individual’s health, safety letter. The teacher is encouraged to complete the letter for
community.
and wellbeing, such as: the following activity, in Week 8. This will require students 2. Discuss how to protect against skin cancer and that
 bicycle safety to respond to the letter and thank the teacher for their these are also preventative strategies.
 sun safety efforts. Teachers may choose to share the letters that 3. Define the term preventative strategies and how taking
students write in Week 7 in the response activity in Week 8. responsibility for one’s own actions may contribute to
Teachers can choose their approach according to the healthy and active communities as a whole.
context of the students.
Learning
 Write a brief letter to your future self, explaining the
Formative assessment preventative strategies you have adopted.
 Communicate actions that promote preventative
measures and sun safety.
Western Australian
curriculum content
Contributing to healthy and active Formative assessment 1. Review the idea of preventative health measures that
communities  Communicate actions that promote preventative students could take to contribute to healthy and active
measures and sun safety. communities. This aims to develop students’ sense of
Preventive health measures that promote ownership of preventative health and the role of
and maintain an individual’s health, safety education.
and wellbeing, such as: 2. Use a collaborative learning strategy to discuss ideas
 bicycle safety and opportunities to promote and share the
 sun safety preventative health messages to peers and younger
students.
3. Allow students to work in groups, pairs and/or
individually to create a means of communicating a
message about preventative messages and promotion
of sun safety.
Learning
 Create a message to share with others about sun

safety.
 Share the message with others.
APPENDIX A:
RESOURCES
Resources
Term 1
Week Resource Link/information
1–4 Department of Health https://gdhr.wa.gov.au/-/teaching-ti-3
Growing and Developing Healthy

Relationships
Protective interrupting
School Drug Education and Road https://www.sdera.wa.edu.au/resources/

Aware primary-resources/challenges-and-choices-
primary/
Challenges and Choices Year 5 Focus
Area 1: Resilience and wellbeing,
page 32, activity sheet, Have you
ever?

Area 1: Resilience and wellbeing,
page 41, activity sheet, The A–Z of
feelings
Department of Health https://gdhr.wa.gov.au/-/family-peers-and-the-

media-influence-how-we-behave
Relationships
Understanding influences on
behaviour
5 Department of Health https://gdhr.wa.gov.au/resources/relationships

Relationships
Relationships
Reach Out.com https://schools.au.reachout.com/respectful-

relationships
Topics
Relationships
Department of Health https://gdhr.wa.gov.au/-/teaching-ti-3

Relationships
6 Beyond Blue https://www.beyondblue.org.au/home

Personal best
Topics
ReachOut https://au.reachout.com/articles/4-steps-for-
coping-with-changing-friendships
4 steps for coping with changing
friendships
7 School Drug Education and Road https://www.sdera.wa.edu.au/resources/

Year 5 Focus Area 1: Resilience and primary/
wellbeing, page 41, activity sheet,
The A–Z of feelings
Kids Helpline https://kidshelpline.com.au/kids

How are you feeling today?
Resources
Term 2
1 Department of Health https://gdhr.wa.gov.au/-/family-peers-and-

the-media-influence-how-we-behave
Relationships
Understanding influences on behaviour
Year level: 5
Reach Out.com https://au.reachout.com/articles/how-to-

make-friends-at-school
How to make friends at school
Kids Help Line https://kidshelpline.com.au/teens/issues/

peer-pressure-and-fitting
Peer pressure and fitting in

primary/
Challenges and Choices Year 5
Focus Area 1: Resilience and wellbeing,

Activity 5, Bullying is everyone’s
problem

primary/
Challenges and Choices Year 5
Focus Area 1: Resilience and wellbeing,

page 41, activity sheet, The A–Z of
feelings
Resources
Term 3
1–4 Department of Health https://gdhr.wa.gov.au/-/teaching-ti-3

Relationships
Sexual Health Quarters https://shq.org.au/resources/library/
Library and Resource Centre
Kids Help Line https://kidshelpline.com.au/kids/issues
These stories might help…
Department of Health https://gdhr.wa.gov.au/-/puberty

Relationships
Puberty
Department of Health https://gdhr.wa.gov.au/-/girls-and-puberty

Relationships
Girls & Puberty
Boys & Puberty
Beyond Blue https://www.beyondblue.org.au/personal-

best/topics/am-i-normal
Personal best
Topics
Am I normal?
Government of Western Australia, https://gdhr.wa.gov.au/-/body-changes-

Department of Health during-puberty
Body changes during puberty

primary/
Year 5

Area 1: Resilience and wellbeing, page
31, Activity 1, Using helpful thinking to
bounce back

primary/
Area 1: Resilience and wellbeing, page
43, activity sheet, Getting along with
others
7 ReachOut.com https://au.reachout.com/articles/dealing-
with-a-toxic-friendship
Dealing with a toxic friendship
Resources
Term 4
1–4 Government of Western https://healthywa.wa.gov.au/Articles/F_I/Healthy-eating

Australia
Department of Health
Healthy WA
Healthy Eating
Australian Government https://www.eatforhealth.gov.au/guidelines
Department of Health dietary

guidelines
Australian Government https://www.health.gov.au/health-topics/food-and-

nutrition
Food and nutrition
Australian Government https://www1.health.gov.au/internet/main/

publishing.nsf/Content/health-pubhlth-strateg-food-
Department of Health index.htm
Nutrition and Healthy Eating
Australian Government https://www.health.gov.au/health-topics
Health topics
Cancer Council WA https://www.cancerwa.asn.au/prevention/nutrition/

reading_food_labels/
Reading and understanding
food labels
Australian Government https://www1.health.gov.au/internet/main/

Department of Health publishing.nsf/Content/health-pubhlth-strateg-phys-act-
Australia's Physical Activity guidelines#npa517
and Sedentary Behaviour
Guidelines and the Australian
24 Hour Movement
Guidelines
Government of Western https://healthywa.wa.gov.au/Articles/N_R/Physical-

Australia activity
Healthy WA
Physical Activity
7–8 Cancer Council https://www.cancer.org.au/cancer-information/causes-

and-prevention/sun-safety/be-sunsmart
Be Sun Smart
APPENDIX B:
ASSESSMENT
EXEMPLAR 1
Managing relationships: Please help!
Achievement Standard
Note: areas assessed in this task are indicated in bold.
Assessment task
Title of task
Managing relationships: Please help!
Task details
Description of task Students respond to three short letters from readers of a kids’ magazine.
Students examine the emotions of family members and offer practical
advice and strategies about how to help cope with a stressful family
situation.
Type of assessment: Summative
Purpose of assessment To assess students’ ability to:

 identify positive and negative emotions associated with certain
situations
 explain appropriate strategies for dealing with such emotion
Evidence to be collected Letter response
Suggested time 40–60 minutes
Content descriptions
Content from the Western Australian Curriculum
Skills and strategies to establish and manage relationships over time, such as:
 assessing the impact of changing relationships on health and wellbeing
 building new friendships
 dealing with bullying and harassment
Task preparation
Prior learning
Students are familiar with:

 positive and negative emotions
 positive and negative thoughts and how they impact and/or influence decision making
 strategies to manage emotions before making decisions, e.g. anxiety – deep breathing,
meditation, exercise, positive thinking, challenging the negative thoughts (Is it true? What is the
worst that can happen?).
Assessment task
Assessment conditions
Letter response
Resources
Year 5 Judging Standards material available on the Authority’s extranet:

https://k10outline.scsa.wa.edu.au/home/assessment/judgingstandards
Note: access to the extranet requires registration.
Instructions for teacher
This task should be administered at the end of a teaching and learning cycle as exemplified in Term 1
of this Year 5 Health Teaching and Learning Exemplar.
Weeks 1 to Week 4
Learning experiences
Learning experiences in Week 1 to Week 4 explore emotions and feelings and teach a range of health
literacy skills. The learning experiences promote a strengths-based approach to support students to
develop the knowledge, understanding and skills to make healthy, safe and active choices. Students
have the opportunity to apply helpful thinking strategies to help manage and deal with different
contexts and situations.
Week 5
In Week 5, students explore and understand relationships they may be a part of. The learning
experiences focus on helping students understand different relationships, and their role in the
relationships may differ. The learning activities are educative, and promote strategies and ideas
about how new friendships can be developed.
Week 6
In Week 6, students explore relationship and friendship changes and the emotional impact this may
have.
Week 7
In Week 7, the learning experience provides the opportunity for students to apply their knowledge
and understanding of feelings, emotions and decision-making to relationships and changing
circumstances. Students consider the impact others may have on their own emotional wellbeing.
They consider and apply helpful thinking strategies to given scenarios.
Week 8
In Week 8, students are provided with three situations that require them to acknowledge and
manage a relationship situation. The Authority’s judging standards material provides examples of
these scenarios; however, teachers may choose to contextualise them to the students.
Instructions to students
Week 8
1. Review the list of emotions developed in Week 7.

2. Listen to the stories written by peers and think about the emotions that may have been
experienced.
3. Identify the skills and strategies that different people have chosen to apply to the stories. Discuss
the different ideas and perspectives. Be mindful of the helpful thinking strategies you have learnt
about and how they may be relevant and suitable for the scenario.
4. Consider the scenarios that you have been provided with in the letters.
 Identify the emotions of each of the people in the scenarios.
 Consider strategies that may be appropriate.
 Choose the most appropriate strategy that will help and support the relationships in the
scenario.
 Write a thoughtful and helpful response to the letter. Consider the writer’s feelings and the
strategies you may offer.
5. Repeat the process for the strategies in each of the three short letters.
Marking key
Description Marks
1. Identifies the situation and the relationships that exist within the situation, for each of the
three examples provided.
One mark for identifying a strategy in each of the each of three situations. 1–3
For each strategy provided:
 provides a range of ideas and/or a process to manage the situation 2
 provides a brief description 1
Subtotal 9
2. Identifies the emotion/s that may exist within the situation, for each of the three examples
provided.
One mark for identifying the emotion/s in each of the each of three situations. 1–3
Subtotal 3
Total 12
APPENDIX C:
ASSESSMENT
EXEMPLAR 2
Activity goals
Achievement Standard
Note: areas assessed in this task are indicated in bold.
Assessment task
Title of task
Activity goals
Task details
Description of task Students will identify how much physical activity they engage in within a
week, identify the recommended guidelines that promote a healthy
lifestyle, and identify ways to increase their physical activity.
Students will create an infographic to inform peers about strategies that

promote a safe, healthy lifestyle.
Type of assessment Summative
Purpose of assessment To assess students’ ability to:

 understand their level of engagement in physical activity
 identify ways to increase their participation physical activity
Evidence to be collected Students complete a series of activities that informed them of their
current participation in physical activity, and suggested strategies to
increase engagement.
Suggested time 60 minutes
Content descriptions
Content from the Western Australian Curriculum
Being healthy, safe and active
Strategies that promote a safe, healthy lifestyle, such as:

 comparing food labels on products
 increased physical activity
 practising sun safety
Task preparation
Prior learning
Students have worked both collaboratively and independently to:

 understand the recommended guidelines for physical activity and what physical activity is
 record their engagement in physical activity over a period of time
 navigate and understand credible websites and information about healthy lifestyles and identify
strategies that help promote healthy lifestyles
 identify goals to improve and/or maintain levels of physical activity
 identify the barriers that may hinder engagement in physical activity
 identify strategies that promote a healthy lifestyle.
Assessment task
Assessment conditions
In class, independently
Resources
Templates provided.
Activity goals (Part 1) Weekly physical activity record
Activity goals (Part 2) Weekly summary
Activity goals (Part 3) Physical activity goals
Instructions for teacher
Teaching the learning area content begins in Week 1 of Term 4.
Week 1
In Week 1 students will look at reliable sources of information that inform health, safety and
wellbeing. They will navigate the Australian Government Department of Health website and locate
information about exercise and physical activity. Students will identify the suggested time guidelines
and discuss how close they think they are to meeting the guidelines. Students are required to record
the time spent engaged in physical activity for the week, at home. Teachers may advise caregivers of
the requirements and request support for students to complete this task. Additionally, students will
begin to collate general information about healthy lifestyles from reliable sources. This will be used
to create an infographic over the next few weeks. Teachers may use the collation of information as
part of teaching and learning across other learning areas, where relevant and appropriate.
Week 2
In Week 2, students will review their record of physical activity and refine the information they are
collecting. Additional information and instruction will be provided in class about the data collected,
understanding of rate of exertion during engagement in physical activity and meeting the
recommended guidelines. Students consider the barriers that may hinder the time they spend
engaged in physical activity, as well set goals to improve and/or maintain their current levels of
physical activity.
Students are provided with additional time to research and collate information about strategies that
promote a safe, healthy lifestyle.
Week 3
In Week 3, students will independently complete the Part 2 Weekly summary. Teachers may explain
and discuss the questions with students and clarify ideas and concepts. Students should have almost
completed the infographic for submission in Week 4.
Week 4
In Week 4, the summative part of the task is scheduled. Teachers are encouraged to read and explain
the questions to students, however students are required to complete the task independently.
Students are required to submit the infographic in Week 4. Appendix C contains a checklist to help
teachers assess the infographic as students completed the task in collaboration with others. Teachers
may refine and redevelop the marking key to assess individual students and collate more detail if
required.
Instructions to students
Week 8
1. You have completed the following work in class:

 Part 1. Weekly physical activity record: A record of the physical activity you have undertaken
over two weeks. You have:
 recorded the different types of physical activity and discussed what ‘exertion’ means
 identified the barriers or the things that get in the way of you participating in physical
activity
 identified the guidelines for physical activity and why they are there.
 Part 2. Weekly summary: A summary of the two weeks of physical activity that you have
recorded. You have:
 identified the most common physical activity that you participated in
 grouped the activity into light, moderate and vigorous activity
 considered your level of physical activity compared to the guidelines
 identified strategies that can improve your levels of physical activity and set goals.
 Research strategies that promote a healthy lifestyle and develop an infographic.
2. Part 3. Physical activity goals: Use the information and the work you have completed to help you
complete this task.
 Read each question carefully and ask the teacher to clarify anything you are unsure about.
 Complete the infographic and submit.
3.
Activity goals (Part 1)
Weekly physical activity record

Use the following table to record the amount of physical activity you do in one week.
Name: _____________________________
Rate of exertion
Day of the Type of physical Amount
(light, moderate How did you feel?
week activity of time
or vigorous)
Weekly summary
Name: _____________________________
Over the week, how many days and how much time did you spend doing light, moderate and
vigorous exercise?
Type/time Light Moderate Vigorous
Days
Time
1. What were the three most common types of physical activity you did?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. On how many days did you do moderate physical activity for 60 minutes?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. On how many days did you do vigorous physical activity for 60 minutes?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. Compare the amount of physical activity you did each day to the Australian Physical Activity
Guidelines. Provide three statements which summarise your overall level of physical activity for
the week, including whether you were able to meet the guidelines.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Physical activity goals

Name: _____________________________
Set one goal that you will try to achieve to improve or maintain your level of physical activity. Make
sure this goal is achievable and realistic.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
1. Describe three strategies to help you to improve or maintain the amount of physical activity you
do.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. Describe three barriers that may prevent you from achieving your goal.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. For each barrier (above), describe how you can overcome it and stay on track to achieve your
goal.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Marking key
Description Marks
Part 1. Weekly physical activity record
The table is fully completed with all detail 3
The table is mostly completed with appropriate detail 2
The table is partially completed with some detail 1
Subtotal 3
Part 2. Weekly summary
1. Over the week, how many days and how much time did you spend doing
light, moderate and vigorous exercise?
The table is fully completed 2
The table is mostly completed 1
Subtotal 2
Identify the three most common types of physical activity engaged in. 1-3
Identify how many days moderate physical activity was undertaken for 60
1
minutes.
Identify how many days vigorous physical activity was undertaken for 60
1
minutes.
Provide three statements which summarise your overall level of physical
1-3
activity for the week, including whether you were able to meet the guidelines.
Subtotal 8
Part 3. Physical activity goals
1. Set one goal that you will try to achieve to improve or maintain your level
of physical activity. Make sure this goal is achievable and realistic.
One mark each for the goal being:
1-3
 appropriate
 achievable
 realistic
Subtotal 3
2. Describe three strategies to help you to improve or maintain the amount
of physical activity you do.
For each strategy listed:
 Detailed description of appropriate strategy which relates to goal. 2
 Brief or limited description.
Subtotal 6
3. Describe three barriers that may prevent you from achieving your goal.
For each barrier listed:
Marking key
• Detailed description of relevant barrier 2
• Brief or limited description 1
Subtotal 6
4. For each barrier (above), describe how you can overcome it and stay on
track to achieve your goal.
For each description listed:
 Detailed description of how to overcome relevant barrier 2
 Brief or limited description 1
Subtotal 6
Total 34
Infographic checklist
Description
Part 4. Infographic
Reliable sources of information have been used to inform the infographic.
A range of sources has been used to collate information.
Evidence of research and lead-up work is available to teacher.
Topic information is relevant and age appropriate.
Topic information is accurate and correct.
Strategies that promote a safe and healthy lifestyle are clear and achievable.
Strategies are appropriate and correct for others to consider.

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HEALTH AND PHYSICAL EDUCATION:

© School Curriculum and Standards Authority, 2021

The Western Australian Curriculum and Assessment Outline (the Outline –

Catering for diversity

At any point, teachers can adjust the:

Personal, social and community health

 Being healthy, safe and active

Movement and physical activity

 Moving our body

Note: links to electronic resources

Further assessment strategies can be found on the Authority website:

Year 5 Achievement Standard

Week 1 Focus questions Teaching

discussion. An activity that establishes appropriate consider and react to.

The activity sheet may be used to generate conversation as

Suggested assessment point

Week 2 Support notes Teaching

Week 3 Focus questions Teaching

Suggested assessment point

Formative assessment Learning

Week 4 Support notes Teaching

Formative assessment Learning

Week 5 Focus questions Teaching

Communicating and interacting for  What is a relationship? Relationships

Week 6 Focus questions Teaching

Week 7 Support notes Teaching

 Create a story that demonstrates relationship change

Week 8 Support notes Teaching

Week 1 Focus questions Teaching

 Work collaboratively to create a brief dramatisation or

Week 2 Focus questions Teaching

Communicating and interacting for  What is a bully? Friendship

 Write a character profile for a fictional bully. Students

Week 3 Support notes Teaching

 Students complete the task.

Week 4 Support notes Teaching

 Identify the skills and strategies to deal with bullying.

Week 5 Support notes Teaching

 Students complete the task.

Week 6 Support notes Teaching

Week 7 Focus questions Teaching

 Identify reliable information sources.

Week 8 Focus questions Teaching

 Students complete the task.

Week 1 Focus question Teaching

Being healthy, safe and active  What is puberty? Puberty

 Department of Health, Growing and Developing

Suggested assessment point

Week 2 Focus questions Teaching

Week 3 Focus questions Teaching

 Identify the emotional and mental changes associated

Week 4 Support notes Teaching

 Choose a physical, emotional and/or social change

with the physical, emotional and/or social changes

Week 5 Support notes Teaching

 Students complete the task.

Week 6 Support notes Teaching

Formative assessment side.

Week 7 Support notes Teaching

Week 8 Suggested assessment point Teaching

Communicating and interacting for Formative assessment Emotional responses

 Students complete the task.

Week 1 Focus questions Teaching

guidelines#npa517 as part of a task in the following week’s learning.