CONTENTSOn this page
This page is based on the draft Year 5 content for Health and Physical Education. For more information, see the draft curriculum.
In Year 5, your child will learn about puberty, nutrition, self-care, relationships with self and others, consent, staying safe online, and stereotypes. In physical education, they will apply their movement skills and understanding of fair play in a variety of games and sports. They will develop basic swimming skills, water survival skills, and skills for managing risks in the outdoors.
Health education#
Bodies | Minds#
With your child, you could:
- discuss what puberty is, what changes young people can expect to happen to their bodies and emotions as they grow from children into teenagers (these changes can happen at different times), and use family members’ experiences to guide the discussion
- download the pamphlet Healthy Eating for Young People, read about healthy snacks (page 11) and drinks (page 13), and discuss the importance of choosing healthy options, help your child make a poster showing healthy snack foods and drinks, and display it in the kitchen for the whole family to use
- discuss the importance of understanding and following the instructions on medicines, explain that over-the-counter medicines (like cold or pain medication) must only be taken by the person who needs them, and prescribed medicines must only be taken by the person they are prescribed for
- discuss some of the hygiene practices your family uses to avoid the spread of germs.
What the teacher will focus on
The teacher will focus on developing your child’s understanding of what helps them to care for their health. For example, by the end of the year, your child may be able to:
- discuss the physical, emotional, and social changes of puberty, understanding that these are different for different people
- explain how to use a range of strategies for making healthy choices about food, drink, exercise, and rest to help them manage this time of growth and change
- identify and describe a range of strategies for dealing with stress, such as deep breathing, positive self-talk, physical movement, and talking to a trusted adult
- describe personal hygiene routines to prevent the spread of germs
- explain the importance of reading and following the instructions on medicine labels
- practise strategies for challenging negative self-talk and thinking positively about themselves.
Relationships#
With your child, you could:
- encourage them to practise discussing a topic of interest with people who have different opinions, and talk about how it’s sometimes necessary to use different strategies to communicate ideas respectfully
- roleplay different situations where consent is either given or refused, for example, a situation where:
- someone wants to borrow a possession, and you are happy to share it
- someone wants to hug you, but you don’t want them to
- talk about why some people post content online that can give a bad impression of themselves or of others, like an embarrassing photo or an angry comment:
- explain that content posted online can be permanent, and if you post something you regret, you may not be able to get it down again
- reach an agreement with your child about which pictures and content are safe to post online and the reasons for this.
Check out Netsafe’s Family Safe Online Treaty for ideas.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to maintain healthy relationships and stay safe. For example, by the end of the year, your child may be able to:
- strengthen empathy and develop communication skills, through practising active listening, and interpreting non-verbal communication, like body language and facial expression
- recognise people’s personal strengths, like resilience, self-discipline, and how these can support people to work together
- use active listening, thoughtful questioning, encouragement, and collaborative decision-making in friendship scenarios and when working in groups
- discuss situations where the context for consent may change (for example, when loaning an item or being hugged), and accept that people have a right to change their mind
- use critical thinking to assess the reliability, safety, and respectfulness of online content
- recognise and question how stereotypes and unconscious bias can influence people’s participation, for example, across different careers, hobbies, leadership roles, and family roles.
Physical education#
Movement skills#
With your child, you could:
- set some quick movement challenges; for example, “How many skips can you do in 30 seconds?” or “Can you balance on one foot while I count to 10…, 20…, 30…?”
- talk to them about a sports game they participated in, and how it went
- encourage your child to invent a new game and make up their own rules
- build strength and coordination by doing household tasks like gardening, sweeping leaves, and carrying the shopping.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to take part in invasion games (such as netball and basketball), net and ball games (such as mini tennis), athletics, and swimming.
For example, by the end of the year, your child may be able to:
- apply the rules and conventions of a game with accuracy
- use the techniques of a game with control and accuracy, for example, passing and dribbling, serving and passing the ball
- make strategic decisions to help win the game, for example, when and how to pass, move, or shoot
- adapt their running technique (like stride length, arm movement) to the distance
- jump to maximise height or distance
- throw, track, chase, or retrieve objects with control and accuracy
- move with speed, agility, and coordination
- swim increasing distances, assess risk, and demonstrate survival techniques.
Outdoor education#
With your child, you could:
- build risk awareness by asking ‘what if’ questions during walks; for example, “What is unsafe here?” or “What's our rain plan?”
- practise problem-solving at home with scenarios like, “What if we got lost?” or “How could we stay warm if it got cold?”
- discuss environmental hazards during visits to local parks or beaches, and focus on safe choices related to slippery leaves, wet rocks, or strong waves
- consistently model good outdoor habits like checking the weather, sticking to marked paths, drinking water, wearing a hat, and using sunscreen
- help build your child’s confidence and independence by providing positive feedback on their good judgment and critical thinking.
What the teacher will focus on
The teacher will focus on what your child needs to enjoy outdoor activities safely. For example, by the end of the year, your child may be able to:
- identify hazards at home, school, or in the community and in different kinds of terrain (like forests, beaches, and mountains)
- do the research and planning necessary to reduce risk and increase enjoyment in outdoor activities.
