Work samples

Health and Physical Education

Years 5 and 6

Above satisfactory

Written response: Puberty and me

Summary of task

Students were involved in a five-week unit of work about puberty and relationships. This involved a focus on personal qualities, rights, responsibilities, and stereotypes and how they are reflected in the media. Students learnt about the importance of making good choices. Some lessons were spent practising effective communication skills to express emotions and ideas and to develop confidence to talk to people in their network if they have questions or concerns. Students also investigated physical, social and emotional changes associated with puberty as well as how to take care of their own body during this time.

Students were asked to:

  • summarise key physical and emotional changes experienced during puberty
  • suggest strategies or attitudes that might help young people feel positive about themselves during puberty
  • make a chatterbox that included facts about puberty, how to  gather more information and who they could talk to
  • select stereotypical media images and comment on how each image might influence how young people see and feel about themselves and their identity
  • choose one of the sample problems and provide a solution
  • reply to a letter from a young person who is concerned about some aspect of their body.

Students received these tasks over the course of the unit. They were given extra class time and homework time.

These assessment tasks relate to the focus areas: relationships and sexuality, mental health and wellbeing, and safety.

Achievement standard

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.

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