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WS03 - Stereotypes

Health and Physical Education, Years 5 and 6

By the end of Year 6, students explain how different factors influence identities. They propose strategies to manage emotions, developmental changes and transitions. They propose strategies to demonstrate respect, empathy and inclusion. They explain how stereotypes influence roles and responsibilities. Students explain how communication skills, protective behaviours and help-seeking strategies keep themselves and others safe online and offline. They analyse health information to refine strategies to enhance their own and others’ health, safety, relationships and wellbeing. Students refine and modify movement skills and apply movement concepts across a range of situations. They transfer movement strategies between situations and evaluate the impact on movement outcomes. Students propose strategies to promote physical activity participation that enhance health, fitness and wellbeing. They describe contributions they can make as a group and team member to support fair play and inclusion across a range of movement contexts.

Personal, social and community health | Identities and change

AC9HP6P03

investigate how the portrayal of societal roles and responsibilities can be influenced by gender stereotypes

Annotations
 

1. Describes how images can be interpreted by young people. See also annotation 2 and annotation 4. 

 

2. Describes how images can be interpreted by young people. See also annotation 1 and annotation 4. 

 

3. Describes how images can influence young people’s expectations of gender roles. See also annotation 5. 

 

4. Describes how images can be interpreted by young people. See also annotation 1 and annotation 2. 

 

5. Describes how images can influence young people’s expectations of gender roles. See also annotation 3.