RIC-20016 AC Health (Year 5) Communicating for health and wellbeing

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Australian Curriculum Health (Year 5) 

Published by R.I.C. Publications ® 2016 

Copyright @ R.I.C. Publications 2016 

RIC- 20016 

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Titles in this series: 

Australian Curriculum Health (Foundation) 







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R.I.C. PUBLICATIONS 

YOUR PARTNER IN EDUCATION 

AUSTRALIAN 

PRIMARY PUBLISHER 

OF THE YEAR 

2015 & 2016

. FOREWORD. 

Australian Curriculum Health is a seven-book 

series designed to support the teaching and learning 

of the Personal, social and community health strand of 

Australian Curriculum Health and Physical Education. 

Written in lesson-plan format, the series provides 

a variety of teacher resources to assist in the 

implementation of health lessons . 

. C:ONTENTs··· 

..... 

Teachers notes ................................................................................................................................... iv-v 

Being healthy, safe and active ...................................................................................................... 2-37 

Identity ................................................................................................................................................. 2-5 

Puberty ................................................................................................................................................ 6-9 

Health information .. .. ....................................................................................................................... I 0-13 

Anti-drugs and alcohol ..................................................................................................................... 14-17 

Healthy eating .................................................................................................................................. 18-21 

Nutritional information ...................................................................................................................... 22-25 

Increasing fitness ............................................................................................................................. 26-29 

Water and road safety ..................................................................................................................... 30-33 

Cyber safety ..................................................................................................................................... 34-37 



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Communicating and interacting for health and wellbeing ........................................................ 38-57 

Changing relationships .................................................................................................................... 38-41 

Skills to manage bullying ................................................................................................................. 42-45 

Sharing power ................................................................................................................................. 46-49 

Emotional responses ....................................................................................................................... 50-53 

Media influence ............................................................................................................................... 54-57 

Contributing to healthy and active communities ....................................................................... 58-81 

Promoting safety .............................................................................................................................. 58-61 

Promoting physical health ............................................................................................................... 62-65 

Promoting mental wellbeing ............................................................................................................. 66-69 

Connecting outdoors ....................................................................................................................... 70-73 

Fighting discrimination and racism ................................................................................................... 74-77 

Diversity and inclusion ...................................................................................................................... 78-81 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 5) Ill

: 

: 

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This comprehensive teacher resource is divided into 20 units which cover the three health sub-strands-Being 

healthy, safe and active; Communicating and interacting for health and wellbeing; and Contributing to healthy and 

active communities. 

Each sub-strand section contains a varied number of units. 

Each unit contains a teachers page and three supporting pages. 

TEACHERS PAGE 

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R.I.C. Publications ® www.ricpublications.com.au 


v

,, .. c11ang1ng relationships 

Communicating and interacting for health and wellbeing 

The lesson 

Introduction 

• What is a relationship? Students form small 

groups and discuss the answer. Using page 39 

(one sheet per group), each student writes their 

own answer on a jigsaw piece. Glue all pieces 

together on a piece of card. Students can 

write more than one answer depending on the 

number of students in the group. 

• What does it mean to have a relationship? 

Watch the video at 

to see what other think. Do you agree with the 

children in the video? 

Development 

• Who do you have a relationship with? Students 

individually create a word web using poster 

paper or page 40, listing at least four people 

they have a relationship with. 

• What would cause a change to the relationship? 

Add suggestions to the word web about what 

changes could occur; e.g. a best friend may 

move interstate, you may not have the same 

interests as your friend anymore, a grandparent 

may die, parents may get divorced and so on. 

• Do you think relationships are important? How 

can they benefit you? Display page 41 on a 

whiteboard and add any more benefits students 

can think of. 

Differentiation 

The whole lesson can be conducted 

individually, in small groups or as a whole class 

as time or ability allows. 

Conclusion 

• In small groups, students share the most 

interesting thing they learnt in the lesson and 

compile a top three list. Groups then present 

their list to the class. 

Content description 

Practise skills to establish and manage 

relationships (ACPPS055) G 

Resources 

• http://tinyurl.com/zeaf26c 

• Sufficient copies of page 39 

• Sufficient A3 copies of page 40 or poster paper 

• Scan page 41 or provide sufficient A3 copies 

Assessment 

• Can the student describe what a relationship is? 

• Can the student identify people they have a 

relationship with? 

• Can the student identify what changes may occur to 

relationships? 

• Can the student identify the impact of relationships 

on their health and wellbeing? 

Going further 

• Discuss the difference between healthy and 

unhealthy relationships using a T-chart. What is 

the impact on your health if your relationships are 

unhealthy? Answers could include feeling physically 

ill, stressed, leading to high blood pressure, low 

confidence or self-esteem. 

• Practise ways to make new friends and start new 

relationships. Students can write their favourite 

food, sport, TV show, musician, hobby, school 

subject and so on, then find a person in the class 

who they have something in common with. 



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38 Australian Curriculum Health (Year 5) R.I.C. Publications ® www.ricpublications.com.au

,, .. €han9in9 relationships::.. 1 




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Australian Curriculum Health (Year 5) 39

,, .. EhanQii19 relatioiiSfiips - 2 




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40 Australian Curriculum Health (Year 5) 

R.I.C. Publications ® www.ricpublications.com.au

,, Chaiiging relationships ..:. 3 ·; 


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The lesson 

Introduction 

• What is bullying? Why do people bully? What 

effect does bullying have on people? Write 

each of these questions on a separate piece 

of poster paper and place in three areas of the 

room. Divide the class into three groups and 

give each group a different-coloured marker. 

Groups assign a scribe and write what they 

know about each question, and then rotate to 

the next question, taking their marker with them. 

Before answering the question they must read 

the responses written by the previous group (or 

groups). 

Development 

• Introduce the website and show students 

how to navigate around it, including clicking on 

'Facts about bullying', 'I am being bullied' and 

so on. 

• Students research to find the answer to what 

bullying is and why people bully, using any of 

the topics in the 'I am 13 or younger' section. 

They should record their findings on page 43. 

• What effect does bullying have on people? 

Allow students time to explore the website 

. 

Ask students to volunteer to write a negative 

effect on a sticky note and collate them on a 

large piece of paper to display in the classroom. 

• What can you do if you are being bullied? 

In small groups students create a video 

presentation of steps to take if they are being 

bullied, similar in style to the videos shown at 

. Use research 

from the Take a stand together website and 

other reliable sources. Plan the video using 

page 44. 


Activities can be done individually or in small 

groups. Alternatively, if the appropriate ICT is 

not available, students can create a classroom 

poster that gives students steps to take if they 

are being bullied. 

Conclusion 

• Students call out physical and mental effects 

bullying has. Share their video or poster with 

the class. 



relationships (ACPPS055) 0 

Resources 

• http://www.takeastandtogether.gov.au/ 

• Sufficient copies of pages 43-45 

• Poster paper, markers 

Assessment 

• Use page 45. 

• Can the student describe what bullying is? 

• Can the student identify the impact of bullying on 

mental and physical health? 

• Can the student suggest and describe strategies to 

deal with bullies? 

Going further 

• Explore what can be done if students see others 

being bullied. Compare the actions of a bystander 

to the actions of a victim of bullying. What is an 

active bystander? This website may be useful: 

. 

• Conduct role-plays to show what a bystander could 

do, and what the victim can do. 

• Watch a video about what makes a good digital 

citizen at . Discuss 

what is the same and different about cyberbullying 

compared to bullying. Explore what skills are 

needed to stay cyber safe and what practices make 

a good digital citizen. 



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·-··skmS·to manage bullyinQ::.··r· 


Go to and click on the 'I am 13 or younger' 

button. 

Research the website to find answers to the questions posed earlier. 

I/Iha/is bu"'tut9? 



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R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 5) 43

·-··sitmS to manage b'iillyinQ-::.. ;2·· ... .. ,., 

Research notes/ideas: 


Tille of presentotion: 

[ 

Card I 

Card 2 

Card 3 

Card 6 

Card 7 

Card 8 



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Card 4 

Card 9 

Card 5 

Card 10 



,, .. Skills tO manage b'Ullying""- 3 

I. What is bullying? 


2. Explain why each of the following strategies would work if you were in a situation where 

you were being bullied. 

(a) Ignore the bully and walk away. 

(b) Respond with confidence. 

(c) Tell someone and seek help. 

3. Tick which of the following effects you think bullying can have on a victim. 

D headaches 



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D low self-esteem 

D feeling stressed/anxious 

D thoughts of self-harm 

D feel respected 

D more confidence 

D trouble sleeping at night 

D depression and sadness 

D loss of appetite 

D withdrawing from social situations 

D lack of concentration 

D feeling ashamed and embarrassed 




The lesson 

Introduction 

• What is power? Look at the quotes from famous 

people throughout history on page 47. The page 

can be displayed on a whiteboard. In groups, 

students discuss what they think the quotes 

mean. 

• Students come up with their own description of 

what power is in a healthy relationship. 

Development 

• What are some examples of power? Look at 

the examples on page 47 and discuss. The 

page can be displayed on a whiteboard. Draw a 

T-chart and sort the examples into two groups. 

• What is the difference between the two groups? 

Discuss 'personal power' versus 'power over 

others' and assign the correct heading to each 

group. Add any other examples the students 

can think of. 

• Discuss power in terms of win-win and winlose 

situations. What is an example of a winwin 

situation? Who has the power? What is an 

example of a win-lose situation? Who has the 

power? Which is the ideal outcome? 

• Individually complete page 48. 


Activities can be done in small groups or as 

a whole class. Page 47 can be photocopied 

instead of displayed on the whiteboard. 

Conclusion 

• Toss a ball to students to share their answers 

to questions 3 and 4 from page 48. Students 

continue to toss the ball to each other until 

everyone has shared. 

 



relationships (ACPPS055) G 

Resources 

• Scan page 47 


Answers 

Page 47 

Personal power: good self-esteem; showing 

respect and being respected in return; being 

assertive and having a voice; cooperative; listening 

to others' views; making others feel good about 

themselves; allowing others to feel powerful 

Power over others: being aggressive; being a bully; 

dominant; destructive and intimidating behaviour; 

being unfair to gain an advantage; untrustworthy; 

hurting others' feelings; making others feel weak 

and unimportant 

Assessment 

• Can the student differentiate between personal 

power and power over others? 

• Can the student provide examples of the 

different types of power? 

• Can the student differentiate between win-win 

situations and win-lose situations? 

• Can the student suggest appropriate ways to 

share power? 



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Going further 

• For further practice identifying personal power 

and win-win situations versus power over others 

and win-lose situations, play the board game 

on page 49. Students can suggest solutions to 

balance the power in the scenarios presented. 

 


Quotes about power ... 


Whal makes Superman a her() is ;wf /Ital he has p()wer, but /Ital he has llte wisdtJm 

andlltemalurift/ lo uselltep()wer wiseq. 

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- Mahatma Gandhi 

- Lao Tzu 

- Margaret Thatcher 



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being aggressive 

good self-esteem 

showing respect and being respected in 

return 

being a bully 

being assertive and having a voice 

cooperative 

dominant 

destructive and intimidating behaviour 

being unfair to gain an advantage 

listening to others' views 

untrustworthy 

making others feel good about themselves 

hurting others' feelings 

allowing others to feel powerful 

making others feel weak and unimportant 



,, . Shcli'foQ j>Ower 

. .:: 2·· ···- .. . .. , 


In a relationship, power should be shared 

and balanced. That way everyone wins 

and the relationship is healthy. 

I. Draw arms on the first set of scales to 

show the balance of power. 

When someone uses power over another 

person the relationship becomes 

unbalanced. This results in a win-lose 

situation because only one person ends 

up the winner. This is not a healthy 

relationship. 

2. Draw arms on the second set of scales 

to show the balance of power. 

3. Write an example of a time when you 

have used power over another person 

or when someone else has used power 

over you. How did it feel? 

In a healthy relationship, our personal power should be shared and result in a win-win 

situation where everybody is happy. When someone uses power over another person 

it ends up in a win-lose situation where one person feels bad. 

If. Look at the following situations and write one example of a win-win solution and one 

example of a win-lose solution . 



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[START] 

You get to school early and 

decide to ask the new student 

to join you in a game. You have 

_ made them really happy and 

more relaxed. 

"'-i?,J 

i,V Move FORWARD 1 space. 

At lunch you notice that the 

new kid is eating a strange 

meal from his home country. 

You shout out to the whole 

class to stay away from the 

smelly new kid. 

Go BACK 6 spaces. 

You are having a 

bad day and are 

taking it out on 

others. 

Miss a turn. 

You are frozen 

with indecision 

and lack of 

confidence. 

Miss a turn. 

Power play 

There is only one seat left 

next to you on the bus, but 

you decide to put your school 

bag on it so no one can sit 

next to you. 


At lunchtime you realise there 

is only one soccer ball so 

decide to play a quick game 

and then pass the ball on to 

other groups to share. 

Move FORWARD 5 spaces. 

During lunch the teacher 

gives you four sweets to 

pass on to your team as a 

reward for good behaviour in 

class. You decide to eat them 

all instead, knowing they'll 

never find out. 

Move BACK 2 spaces. 

You are feeling 

confident and 

assertive. 

You deserve 

another turn. 



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You cannot agree on 

how to split up chores 

with your sister and 

then refuse to do any. 

Move BACK 5 spaces. 

During groupwork in 

class, you ignore 

others' opinions and 

appoint yourself as 

the group leader. 


You threaten a girl at 

school that you will 

spread a nasty 

rumour about her if 

she doesn't help you 

with your homework. 


Your positive energy 

and smile are 

infectious. 

You deserve 

another turn. 

You agree to help a 

classmate with history 

homework, which is 

your strongest subject, 

in return for help with 

maths. You both think 

this is a great deal. 

Move FORWARD 4 

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,,. Emotion·a1 'responses 


The lesson 

Introduction 

• Go to an online music player like . Search for songs about anger such 

as: 'TNT' by AC/DC, 'We're not gonna take it' by 

Twisted Sister, 'Caught out there' by Kelis, 'So what' 

by Pink, 'Riot' by Three Days Grace (first verse 

only), 'Don't look back in anger' by Oasis, 'Harder 

to breathe' by Maroon 5, 'Best of you' by the Foo 

Fighters etc. 

• Play appropriate snippets of each song such as the 

chorus and use radio-friendly versions of the songs 

to avoid any explicit lyrics. 

• What are emotions? What emotions can you hear in 

the songs? Do they have the same theme? Which 

song makes you feel the angriest? 

Development 

• Look at the anger thermometer on page 51 and 

discuss the different levels of anger. 

• When is it appropriate to be angry? Read the 

scenarios on page 51 and students can discuss their 

answers in small groups. 

• Do other emotions have different levels of intensity 

and appropriateness? How do emotions influence 

what we say or do? Does this affect other people? 

• Students individually complete page 52. 


If access to a music player is unavailable then 

use images of 'angry' artwork in order to elicit an 

emotional response from the students. Alternatively, 

show them snippets about emotions from the movie 

Inside out. 

Conclusion 

• Students write a postcard to someone describing 

the key points they learned in the lesson about 

emotional responses. 


Examine the innuence of emotional 

responses on behaviour and 

relationships (ACPPS056) 0 

Resources 

• Feelings: http://tinyurl.com/omg5gpm 

• Free postcards (collect from a cafe) 

• Scan page 51 


Assessment 

• Can the student identify appropriate and 

inappropriate emotional responses? 

• Can the student describe the impact of 

emotional responses on their relationships? 

• Can the student state the unpredictable nature 

of emotions? 

Going further 

• Conduct role-plays showing appropriate 

and inappropriate emotional responses to 

situations. 

• Explore situations that make students feel 

uncomfortable and discuss why these feelings 

are useful in terms of safety. 

• Complete the activity on page 53, explaining 

that emotional responses can be different and 

unpredictable. 

• Watch the story on mental health at . 



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,, EmOt iOilclr responses ....: 1 -; ·; 


10 FURIOUS 

--a ANGRY 

----1-11-- 6 

----t-4 ..... 4 

CROSS 

IRRITATED 

I. Read the following scenarios and determine where on the anger thermometer your 

emotional response would be. Discuss with your group. 

(a) 



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While playing basketball a fellow team member accidentally trips you over while you 

are dribbling the ball. You fall over and the other team steals the ball and goes on to 

score. 

(b) 

(c) 

(d) 

Your mum promised that you could spend the night at a friend's place, but your sister 

breaks her arm and you have to spend the evening at hospital waiting to get her arm 

fixed instead. 

You are waiting patiently in line at the canteen and someone pushes you really hard 

from behind and steals your place in the queue. 

Your dad refuses to let you play on your iPad ® because he wants you to read a book 

instead. He gives your iPad ® to your brother to play with. 


,, Emotional responses .. :: 2 

---- 


Someone in your 

family has died and 

you are attending the 

funeral. 

You and a friend are 

playing a computer 

game and he/she 

beats you again. 

You are about to 

board an aeroplane 

for a four-week 

holiday around 

America! 



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I. Choose a situation from above. 

(a) 

How would it make you feel if a friend exhibited the inappropriate response? 

(b) 

Would this change your relationship with your friend? Explain. 


,, .. EmOfiOna1 responses - 3 

---- Communicating and interacting for health and wellbeing 

Many factors influence how you feel including eating habits, how much sleep you 

get, drugs, your personality, cultural norms, previous experiences and mental health 

conditions. Your reaction to a situation can be influenced by all of these things. 

I. (a) Survey IO class members for their response to each stimulus and compare their 

answers. Do they feel calm, angry, sad, nervous, happy, petrified etc.? 

Name 

spiders 

Emotional 

response 

singing in public 

Emotional 

response 



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making new friends 

Emotional 

response 

(b) 

(c) 

(d) 

Did everyone you surveyed have the same responses? 

Could you have predicted their responses? 1es W 

Discuss what may have contributed to the different emotional responses. 


,, .. Media influence 


Introduction 

• Say the following advertising slogans to the students 

and see if they can complete them and name the 

product or brand. 

- 'Just do .. .' 

- 'Snap, crackle and .. .' 

- 'The burgers are better at .. .' 

- 'Beanz meanz .. .' 

- 'Oh, what a feeling .. .' 

- 'Have a break, have a .. .' 

• Ask students how many slogans they know and how 

they know them. How much influence do you think 

the media has on you? 

Development 

• What else influences the decisions you make? 

Discuss answers such as parents, friends, 

celebrities, TV shows etc. Are they good or bad 

influences? 

• Complete page 55 individually then discuss the 

results as a class. Create a class tally for the answer 

to (b). 

• Students form small groups and receive an A3 copy 

of page 56. Groups present findings back to the 

class and discuss any differences. 

• Based on their advertising analysis, discuss the 

following question: Do you think fast food or alcohol 

companies that sponsor sporting events are sending 

the wrong health message to children? Show the 

infographic about KFC found at to add to the discussion. 


The videos on page 56 can be viewed as a whole 

class if computer access is limited. 

Conclusion 

• Students share one thing they learnt in the lesson. 

Are all your decisions and behaviours influenced by 

something or someone? What have you learnt about 

media, family or peer influence? Will this make you 

more aware in the future about healthy influences? 


Recognise how media and important 

people in the community innuence 

personal attitudes, beliefs, decisions and 

behaviours (ACPPS057) G 

Resources 


• Sufficient A3 copies of page 56 

• https://vimeo.com/128105619 

• http://tinyurl.com/zeoa568 

• http://tinyurl.com/zfpq4cp 

Assessment 

• Can the student identify who or what influences 

their thoughts and behaviour? 

• Can the student differentiate between healthy 

and unhealthy influences? 

• Can the student critically analyse advertising 

campaigns? 

Going further 

• Students take a fun questionnaire on page 57 to 

see how influenced they are by others. Who are 

your role models? 

• Read the article at . 

Hold a debate about the pros and cons of fast 

food companies sponsoring sporting events. 

• Read the article at 

and discuss with a partner. 



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,, .. Media influence ..: .. 1 ··· ··· 


I. (a) Tick what influences your choices, either positively or negatively, and provide one 

example. 

snack foods 

eaten 

clothes 

bought and 

worn 

books read 

computer 

games bought 

and played 

movies 

watched 

music listened 

to 

+ + + + 



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exercise 

choices 

takeaway 

meals eaten 

(b) 

I am most influenced by ____________________ _ 


,,. M e dia ·in.fluence -··2 .... ... .. . 


I. Many Australian sporting events are sponsored by brands. View the TV ads and complete 

the questions. 

What is the key 

message of the ad? 

What images does it use? 

Are they positive or negative? 

(b) 

What 

impression do you 

get about the healthiness of 

the food? 

What is the key 

message of the ad? 

KFC ® TV commercial: 

http://vimeo.com/ 128105619 

McDonald's ® TV 

commercial: 

http://tinyurl.com/zeoa568 

What images does 

it use? Are they positive or 

negative? 

Who is the ad 

targeting? 



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Who is 

the ad targeting? 

What impression do 

you get about the healthiness of 

the food? 

What sport is it 

associated with? 



,,. Media influence -··3 ... .. . 


I. (a) Complete the questionnaire by shading yes or no for each question. 

• Do you think you need to diet to be skinny like a celebrity? 

• Do you think smoking and drinking are cool? 

• Would you like to get a tattoo or piercing? 

• Do you think it's important to have lots of money and nice cars? 

(b) 

• Do you think you it's pointless to work hard and get a good j ob? 

• Are guns and gangsters glamorous? 

• Do you think about a celebrity when you choose what clothes you are 

going to wear? 

• Are men more successful than women? 

• Do you spend more than two hours a day watching TV and movies? 

• Do you think violence is okay? 

• Do you think beauty means having white skin, blonde hair and blue eyes? @ (@ 

• Do you think making lots of money is the only way to be successful? 

• Would you like to be famous? 

• Are drugs fun and okay to take with friends to have a good time? 

• Do you think you need to be beautiful to be a good role model? 

• Do you think you need to be rich to be a good role model? 

Tally how many times you answered 'yes', and check what this means by reading the 



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corresponding information on the below. 

Total number of 

c.3:\ 

answers: ______ 

 

Yes 

No 

No 

11-16 yes answers - you are 6-10 yes answers - you are mainly 0-5 yes answers - you are not 

fully influenced by the media and influenced by the media and really influenced by the media 

celebrities. It's time to start thinking celebrities. Your thinking skills could and celebrities. You are more of an 

for yourself and get some new role be improved. independent thinker. 

models! 

2. Watch a short clip about role models at . 

(a) 

(b) 

(c) 

(d) 

Who is your real-life role model? ___________________ 

Who is your celebrity role model? ___________________ 

Who is your fictional role model? ___________________ 

What traits should good role models have? _______________

RIC-20016 AC Health (Year 5) Communicating for health and wellbeing

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