CONTENTSOn this page
Draft curriculum content
This page is based on the draft Year 6 content for Health and Physical Education. For more information, see the draft curriculum.
They learn communication skills for building safe and inclusive relationships and for thinking critically about online content.
In Year 6, your child will learn about puberty and self-care, including self-regulation, hygiene, nutrition, and substance awareness. In physical education, your child will explore choreographed movements such as the haka and dance, practise rules and techniques for various games and sports, and continue to develop swimming and water-survival skills. They will learn how to navigate routes and act responsibly outdoors.
Health education#
Bodies | Minds#
With your child, you could:
- select an online education source about puberty, talk with your child about the way their body is changing or yet to change, and discuss people you both know to show that young people go through puberty at different times, and this is normal
- download the pamphlet 'Healthy eating for young people' and discuss what “balance” means for healthy eating, identify the main things your child already does to maintain a balanced intake of food, and if you and your child identify a possible imbalance, make a plan to change one thing they eat
- read the School Journal story 'The Fight' and discuss what caused the fight and what could have been done beforehand to prevent it.
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 changes that happen during puberty, for example, menstruation, breast development, sperm production, and body hair
- recognise the emotional changes that can happen during menstruation and when going through pubertal change; for example, mood swings, sensitivity, concerns about body image and relationships
- explain self-care habits and strategies for managing the physical and emotional changes of puberty, for example, taking part in respectful discussion, getting sufficient rest, hydration, and nutrition, learning strategies for managing their emotions, relaxation techniques
- understand the body’s ‘fight, flight, or freeze’ response to stress and how strategies like healthy routines, problem-solving, getting support, and positive self-talk can help people manage their response to stressful situations
- understand that substances like alcohol, tobacco, nicotine (in vapes), and other drugs can cause harm
- understand that managing risky situations involving substances requires an assertive response.
Relationships#
With your child, you could:
- have a conversation about an important topic where there is a difference of opinion or understanding, and practice using respectful language, taking turns, and affirming the other person’s view, while still keeping your own position
- visit the bullyingfree NZ website page for students and young people, watch a video about tackling bullying, and discuss how this information could be useful to use at school, for more information
- roleplay a situation that involves giving consent (for example, borrowing something), but where there is pressure, such as intimidation, when you roleplay as the person applying pressure, don’t make it easy, and keep pressing your child to give in and change their mind, then afterwards discuss what helps a person stick to their original decision
- view the Netsafe video, Your News Bulletin, How to Spot Fake News, and discuss some of the ideas and why ‘fake news’ can sometimes be hard to spot
- question the use of language, used by your child or others, that stereotypes other people, and discuss language (words and phrases) that are more respectful.
Resources for young people – bullying free NZ
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:
- use roleplay and scenarios to practise respectful communication strategies that demonstrate empathy, make people feel welcome and included, support emotional safety, and prevent bullying; for example, respectful language, active listening, and turn-taking
- recognise that relationships can change when people’s lives and circumstances change, and know how to respond to these changes with respect and empathy
- use roleplay and scenarios to practise giving and receiving consent in everyday situations; for example, giving and receiving consent
- practise making informed choices online by using critical thinking strategies to recognise the tactics used in online content to influence behaviour
- analyse how language can reinforce stereotypes and exclude people and explore ways to challenge biased descriptions of other people.
Physical education#
Movement skills#
With your child, you could:
- create a fitness programme and build on it each week, discuss the skills your child wants to develop, focus on fun activities you can do without equipment (for example, running on the spot, skipping, burpees, lunges, jumping), keep it short, set realistic goals, and make a chart for recording progress
- practise game skills with your child, for example:
- throw rolled-up socks into a basket to practise aiming and throwing
- play passing and catching games using both hands, just one hand, or the non-dominant hand
- play reaction games (for example, standing opposite each other, one of you drops the ball and the other has to catch the ball before it hits the ground)
- set mini challenges, such as seeing how many successful passes you can make in 30 seconds
- play games that require strategic thinking, such as Battleships, Connect 4, Uno, and chess.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to take part in striking and fielding games (such as cricket and kilikiti), invasion games (such as rippa rugby, touch, and turbo touch), athletics, choreographed movement (for example, te ao kori) and swimming.
For example, by the end of the year, your child may be able to:
- use a variety of techniques to bat, bowl, and field during striking and fielding games and to pass during invasion games
- apply the rules and conventions of the game when playing modified games; for example, innings and overs; basic positions
- make tactical decisions to help win a striking and fielding or invasion game; for example, fielding positions, bowling techniques, and when to run, or about teamwork and retaining possession after a turnover in an invasion game
- target stretching to specific muscle groups
- apply the appropriate techniques to long jumps, sprinting, and long-distance running
- record times and measure distances to track and reflect on their performance
- swim increasing distances, assess risk, and demonstrate survival techniques.
Outdoor education#
With your child, you could:
- read the School Journal article, Kaitiakitanga, or the article Going in Nature with your child, and talk about what you have read, exploring ideas around our rights and responsibilities when in natural environments
- create a simple treasure hunt in your rohe where your child follows clues and instructions to find things, then have your child do the same for you
- let your child take the lead when you go out into nature, look at a map together and identify landmarks on the way, check information boards for warnings and rules, and discuss why they are there, what they say, and the importance of safety.
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:
- use navigational tools (like a compass, map, or the position of the sun) to plan routes in the outdoors
- understand the importance of balancing the experience of adventure in the outdoors with responsibility, and identify ways to achieve this.
