Health and Physical Education

 

What is Health and Physical Education?

He orange ngakua,
He pikinga waiora,
Positive feelings in your heart will raise your sense of self-worth.

                                                           Health and Physical Education in the New Zealand Curriculum, Page 4

 

In Health and Physical Education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.

Four underlying and interdependent concepts are at the heart of this learning area:

  • Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
  • Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
  • The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.
  • Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

 

Why Study Health and Physical Education?

Through learning and by accepting challenges in health-related and movement contexts, students reflect on the nature of well-being and how to promote it.  As they develop resilience and a sense of personal and social responsibility, they are increasingly able to take responsibility for themselves and contribute to the well-being of those around them, of their communities, of their environments (including natural environments), and of the wider society.

This learning area makes a significant contribution to the well-being of students beyond the classroom, particularly when it is supported by school policies and procedures and by the actions of all people in the school community.

Year 9 and Year 10 Health

Health students are engaged in rich learning tasks and experiences with a focus on learning through inquiry and investigation. All modules are taught in conjunction with the New Zealand Curriculum and the Key Competencies. Students will be armed with skills to make well-informed decisions and choices regarding their health.

Learning in Health will engage students in many different activities – group and class discussions, brainstorming, values continuums, post-box questionnaires, debates, games, carrying out investigations, demonstrating skills in role plays, performing short skits will provide ways to show what you know, in addition to reading and writing tasks.

Students are asked to purchase a Health learning workbook that provides information about the course content for both Year 9 and Year 10 Health.

 

Year 9 Health  (9HEA)

Most of the core curriculum in year 9 is based around the understanding of ‘hauora’, which considers a holistic model of well-being considering the whole person – a person’s physical, social, mental, emotional, and spiritual well-being. Students take part in a Mid Years Programme where they reflect on their ‘Hauora’ and consider the importance of having a balanced and healthy lifestyle that may include, exercise, nutrition, hanging out with friends and family and figuring out personal values and what's important to them as an individual. They make a plan and try to improve an aspect of their well-being. 

Another unit relates to material about friendships and how students express feeling and emotions and how to exert assertive communication. Bullying and cyber safety are also discussed.

The final unit discusses topics around sexuality education. Sexuality education is a key area of learning in Health and Physical Education in the New Zealand Curriculum. This means that it must be included in teaching programmes at both primary and secondary school levels, using the strands and achievement objectives outlined in the curriculum.

Sexuality education in schools provides students with opportunities to develop:

  • Knowledge, understandings, and skills relating to sexual development – physical, emotional, and social;
  • Knowledge, understandings, and skills to enhance their sexual and reproductive health, for example, knowledge about the process of conception and the skills to make decisions that maintain and enhance their sexual health;
  • Personal and interpersonal skills and related attitudes, including
    • the skills needed to examine people’s attitudes, values, and beliefs and their rights and responsibilities
    • attitudes of respect for themselves and other people
    • attitudes of care and concern for themselves and other people
    • effective communication skills
    • problem-solving and decision-making skills;
  • Understandings and skills to enhance relationships, for example, in relation to friendship, love, families, and parenting.

In this unit, students revise pubertal changes, understand material around romantic and sexually intimate relationships, how to respond assertively to situations where there is sexual pressure, and students discuss gender stereotypes.

 

Year 10 Health    (10HEA)

Health is vitally important for personal and social well-being and achievement.  It encompasses the physical, social, emotional, intellectual and spiritual dimensions of a person's growth.

As part of health education:

  • Students will be encouraged to set realistic and worthwhile personal goals and to develop healthy patterns of living
  • They will develop the skills to participate in a wide range of social activities, and to build responsible and satisfying relationships, at school, at home and in the wider community, and with people from various social and cultural backgrounds
  • They will learn to respect differences of viewpoint and lifestyle, and will be encouraged to develop personal responsibility and judgement in matters of values and ethical standards
  • They will also be assisted to cope constructively with challenges, personal stress, peer pressure and social conflict

Health education incorporates:

  • Drug and alcohol education
  • Interpersonal skills
  • Family relationships
  • Mental health matters
  • Keeping ourselves safe
  • Building self-esteem is an integral part of all units

The topic is assessed through check lists, self evaluation, peer evaluation, assignments and an introduction to NCEA assessment.

 

Year 11 Health    (11HEA)

The following topics are covered in the year 11 health course:

  • Explore the four dimensions of well-being both personally and in groups
  • Explore the feelings of self, others and society
  • Explore strategies (personal, inter-personal and societal) for managing changing states of health
  • Set goals to enhance an aspect of personal well-being.
  • Explore strategies for managing success and failure
  • Qualities of a friendship, strategies used to maintain friendships, managing changing friendships
  • problem solving in relationship issues
  • Explore sexuality as a concept (gender, orientation, identity, behaviour) and link to well-being
  • Explore factors that influence sexuality
  • Discuss strategies for maintaining and enhancing well-being in sexuality related situations (safer sex)
  • Explore ways to prevent STI’s
  • Explore support available for young people with sexuality issues
  • Explore drugs and their effects on well-being
  • Explore legal issues related to drugs
  • Explore personal, interpersonal and societal influences on an individual’s drug use
  • Explore the effect advertising has on drug use
  • Applying a decision-making model to drug related situations

Students study five topics (standards) that count for 19 credits towards Level 1 NCEA.

Internal Standards (Assignments)

  • AS 90971  (1.1)  Take action to enhance an aspect of personal well-being  (3 credits)
  • AS 90972  (1.2)  Demonstrate understanding of influences on adolescent eating patterns to make health-enhancing recommendations  (4 credits)
  • AS 91097  (1.3)  Demonstrate understanding of ways in which well-being can change and strategies to support well-being  (4 credits)
  • AS 90974  (1.5)  Demonstrate understanding of strategies for promoting positive sexuality  (4 credits)                     

External Standards (Exams)

  • AS 90975  (1.6)  Demonstrate understanding of issues to make health-enhancing decisions in drug-related situations  (4 credits)

 

Year 12 Health    (12HEA)

The following topics are covered in the year 12 health course:

  • Develop an understanding of resilience
  • Explore risk and protective factors which operate at the personal, interpersonal and societal level
  • Explore a variety of strategies that develop and maintain the protective factors and minimise the risk factors
  • Promote awareness of issues relating to mental and emotional well-being
  • Review or revise an aspect of school policy and practice related to student’s well-being
  • Support Year 9 and Year 10 students in an aspect of their mental health education learning programme
  • Developing understanding of gender identity and sexual identity
  • Influences on gender identity and sexual identity (cultural, media, interrelationships with others
  • Social justice and strategies for addressing inequalities in gender and sexuality situations
  • Analyse a variety of adolescent health issues including binge drinking

Students study four topics (standards) that count for 20 credits towards Level 2 NCEA.

Internal Standards (Assignments)

  • AS 91236  (2.2)  Evaluate factors that influence people’s ability to manage change  (5 credits)
  • AS 91237  (2.3)  Take action to enhance an aspect of peoples well-being within the school or wider community  (5 credits) 
  • AS 91239  (2.5)  Analyse issues related to sexuality and gender to develop strategies for addressing the issue  (5 credits)                  

External Standards (Exams)

  • AS 91235  (2.1)  Analyse an adolescent health issue  (5 credits)

 

Year 13 Health    (13HEA)

Topics covered in the year 13 health course include:

  • Drug use by young New Zealanders – marijuana
  • Dealing with depression
  • Issues around abortion
  • State of international food and nutrition

Students study four topics (standards) that count for 19 credits towards Level 3 NCEA.

Internal Standards (Assignments)

  • AS 91461  (3.1)  Analyse a New Zealand health issue  (5 credits)
  • AS 91464  (3.4)  Analyse a contemporary ethical issue in relation to well-being  (4 credits)               

External Standards (Exams)

  • AS 91462  (3.2)  Analyse an international health issue  (5 credits)
  • AS 91465  (3.5)  Evaluate models for health promotion  (5 credits)

 

 

 

Year 11 Physical Education/Outdoor Education    (11PEO)

This course pathways on to Year 12 Outdoor Education.

The course provides learning experiences asscoiated with current issues that promote an understanding of the need for a physically active and healthy lifestyle. Throughout the year students are required to participate in a wide range of sports and recreation activities where a high level of engagement is expected.  The course is designed to be of a practical nature with overall emphasis on participation, interpersonal skills and self-management strategies.

Students study five topics (standards) that count for 18 credits towards Level 1 NCEA.

Internal Standards (Assignments)

  • 90067 (1.1)  Participate actively in a variety of physical activities and explain factgors that influence own participation/well-being (5 credits)
  • 90964 (1.3)  Demonstrate quality movement in the performance of a physical activity (3 credits)
  • 90968 (1.7)  Demonstrate and show understanding of responsible behaviour for stafety during outdoor education activities (3 credits)
  • 90966 (1.5)  Demonstrate interpersonal skills and describe their effects on the functioning of a group or team (4 credits)
  • US425 (Level 2)  Experience day tramps (3 credits)

 

Year 12 Outdoor Leadership    (12ODL)

The following topics are covered in the Year 12 Outdoor Leadership course:

  • Term 1:  Bush craft and tramping, Adventure Ropes course
  • Term 2:  Adventure based learning, First Aid, Sailing
  • Term 3:  Scuba Diving, Kayaking, growing leaders
  • Term 4:  Environmental project.

Students study nine topics (standards) that count for 19 credits towards Level 2 NCEA.

Internal Standards (Assignments)

  • 467  Adventure based learning  (3 credits)
  • 6400  Manage First Aid in emergency situations  (2 credits) **
  • 470  Adventure based learning (low ropes course)  (3 credits)
  • 426  Experience camping  (3 credits)
  • 91330 (AS 2.4)  Perform a physical activity in an applied setting  (4 credits)
  • 6401  Provide First Aid  (1 credit)
  • 476  Roll a kayak  (2 credits)
  • 6402  Provide resuscitation  (1 credit) *
  • 473  Adventure based learning (high ropes course)  (3 credits)
  • 26249  Demonstrate bush-walking knowledge and skills  (5 credits) **      

* Counts towards Level 1 NCEA
** Counts towards Level 3 NCEA


Year 13 Outdoor and Recreational Leadership    (13ORL)

This course is practically based offering students the opportunity to participate in a wide range of physical activities, in a variety of contexts.  Within the course there is a strong focus on the development of intrinsic motivation and self-management skills. Through participating in different physical activities and recreational pursuits, students will develop essential life skills, such as social and cooperative skills, goal setting, tolerance of others, problem solving, leadership and communication skills. 

The course covers the following topics:

  • Leadership foundations
  • Adventure based learning
  • Fitness for recreation
  • Event management
  • Outdoor First Aid
  • A range of recreation and fitness activities will be used to focus on leadership and personal development.  Examples of activities that may be included are: Paddle boarding, Rock Climbing, Yoga, Spin Classes, Cycle Trails, Tramping, Swimming, Pilates and Trail Running.

Students study four topics (standards) that count for 16 credits towards Level 3 NCEA.

Internal Standards (Assignments)

  • U.S 424  Outdoor First Aid  (5 credits)
  • U.S 26249  Demonstrate bushwalking knowledge and skills  (5 credits)
  • U.S 9681  Contribute within a team or group that has an objective  (3 credits)
  • U.S 21414  Plan and run a recreation activity  (3 credits)

 

 

Year 11 Practical Physical Education   (11PEO)

This course pathways on to Year 12 Outdoor Education.

The course provides learning experiences asscoiated with current issues that promote an understanding of the need for a physically active and healthy lifestyle.  Throughout the year students are required to participate in a wide range of sports and recreation activities where a high level of engagement is expected.  The course is designed to be of a practical nature with overall emphasis on participation, interpersonal skills and self-management strategies.

Students study five topics (standards) that count for 18 credits towards Level 1 NCEA.

Internal Standards (Assignments)

  • 90067 (1.1)  Participate actively in a variety of physical activities and explain factgors that influence own participation/well-being (5 credits)
  • 90964 (1.3)  Demonstrate quality movement in the performance of a physical activity (3 credits)
  • 90968 (1.7)  Demonstrate and show understanding of responsible behaviour for stafety during outdoor education activities (3 credits)
  • 90966 (1.5)  Demonstrate interpersonal skills and describe their effects on the functioning of a group or team (4 credits)
  • US425 (Level 2)  Experience day tramps (3 credits)

 

Year 11 Physical Education Specialist    (11PHE)

This course pathways to Year 12 Physical Education.

Students study five topics (standards) that count for 19 credits towards Level 1 NCEA.

Internal Standards (Assignments)

  • 90962 (1.1)  Participate actively in a variety of physical activities and explain factors that influence participation (5 credits)
  • 90964 (1.3)  Demonstrate quality of movement int he performance of a physical activity (3 credits)
  • 90965 (1.4)  Demonstrate understanding of societal influences on physical activity and the implications for self and others (4 credits)
  • 90966 (1.5)  Demonstrate interpersonal skills and describe their effects on the functioning of a group or team (4 credits)
  • 90968 (1.7)  Demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities (3 credits)

 

Year 12 Physical Education    (12PHE)

Students study six topics (standards) that count for 21 credits towards Level 2 NCEA.

All students will be expected to participate in the Year 12 Physical Education camp.

Internal Standards (Assignments)

  • 91329 (2.3) Demonstrate understanding of the application of biophysical principles to training for physical activity (4 credits)
  • 91330 (2.4) Perform a physical activity in an applied setting (4 credits)
  • 91333 (2.7) Analyse the application of risk management strategies to a challenging outdoor activity (3 credits)
  • 91334 (2.8) Consistently demonstrate social responsibility through application of a social responsibility model in physical activity contexts (3 credits)
  • 91331 (2.5) Examine the significance for self, others and society of a physical activity (4 credits)
  • US 426  Experience camping - prepare for camp and experience camp lving with minimal impact on the environment (3 credits)

 

Year 13 Physical Education    (13PHE)

Students study five topics (standards) that count for 19 credits towards Level 3 NCEA.

Internal Standards (Assignments)

  • 91499 (3.2)  Analyse a physical skill performed by self or others (3 credits)
  • 91501 (3.4)  Demonstrate quality performance of a physical activity in an applied setting (4 credits)
  • 91502 (3.5)  Examine a current physical activity event, trend, or issue and its impact on New Zealand society (4 credits)
  • 91503 (3.6)  Evaluate the use of health promotion to influence participation in physical activity (5 credits)
  • 91504 (3.7)  Analyse issues in safety management for outdoor activity to devise safety management strategies (3 credits)

 

 

 

 

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