Health and Physical Education
Years 5 and 6
Written response: Fitness
Summary of task
Throughout the term, students participated in a range of physical activities that developed health-related and skill-related fitness components. The teacher led discussion about the difference between health- and skill-related components and after each activity highlighted which component was used throughout the game/task/activity.
Students were asked to relate something that they do in their lives when they are being active and how the different components were being used and developed.
This assessment task relates to the focus area: health benefits of physical activity.
By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.
Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.
Describes four components of fitness and explains how each is related to ballet