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:
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.
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.
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:
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.
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:
Health education incorporates:
The topic is assessed through check lists, self evaluation, peer evaluation, assignments and an introduction to NCEA assessment.
The following topics are covered in the year 11 health course:
Students study five topics (standards) that count for 19 credits towards Level 1 NCEA.
The following topics are covered in the year 12 health course:
Students study four topics (standards) that count for 20 credits towards Level 2 NCEA.
Topics covered in the year 13 health course include:
Students study four topics (standards) that count for 19 credits towards Level 3 NCEA.
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.
The following topics are covered in the Year 12 Outdoor Education course:
Students study nine topics (standards) that count for 1 credit towards Level 1 NCEA, 21 credits towards Level 2 NCEA and 2 credits towards Level 3 NCEA.
* Counts towards Level 1 NCEA** Counts towards Level 3 NCEA
The focus of this course is developing the leadership and communication skills of students through coaching sports, and through leading their peers and other students during outdoor and recreation activities. 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:
Students study four topics (standards) that count for 16 credits towards Level 3 NCEA.
This course pathways to Year 12 Physical Education.
Students study five topics (standards) that count for 18 credits towards Level 2 NCEA.
All students will be expected to participate in the Year 12 Physical Education camp.
Students study five topics (standards) that count for 20 credits towards Level 3 NCEA.