Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


New Zealand Curriculum Online navigation

Home

Health and physical education

Achievement objectives

Level 1

Personal health and physical development – A

Students will:

A1 Personal growth and development

Describe feelings and ask questions about their health, growth, development, and personal needs and wants.

A2 Regular physical activity

Participate in creative and regular physical activities and identify enjoyable experiences.

A3 Safety management

Describe and use safe practices in a range of contexts and identify people who can help.

A4 Personal identity

Describe themselves in relation to a range of contexts.

Movement concepts and motor skills – B

Students will:

B1 Movement skills; B3 Science and technology

Develop a wide range of movement skills, using a variety of equipment and play environments.

B2 Positive attitudes; B4 Challenges and social and cultural factors

Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.

Relationships with other people – C

Students will:

C1 Relationships

Explore and share ideas about relationships with other people.

C2 Identity, sensitivity, and respect

Demonstrate respect through sharing and cooperation in groups.

C3 Interpersonal skills

Express their own ideas, needs, wants, and feelings clearly and listen to those of other people.

Healthy communities and environments – D

Students will:

D2 Community resources

Identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices.

D3 Rights, responsibilities, and laws; D4 People and the environment

Take individual and collective action to contribute to environments that can be enjoyed by all.

Level 2

Personal health and physical development – A

Students will:

A1 Personal growth and development

Describe their stages of growth and their development needs and demonstrate increasing responsibility for self-care.

A2 Regular physical activity

Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.

A3 Safety management

Identify risk and use safe practices in a range of contexts.

A4 Personal identity

Identify personal qualities that contribute to a sense of self-worth.

Movement concepts and motor skills – B

Students will:

B1 Movement skills

Practise movement skills and demonstrate the ability to link them in order to perform movement sequences.

B2 Positive attitudes

Participate in and create a variety of games and activities and discuss the enjoyment that these activities can bring to them and others.

B3 Science and technology

Use modified equipment in a range of contexts and identify how this enhances movement experiences.

B4 Challenges and social and cultural factors

Develop and apply rules and practices in games and activities to promote fair, safe, and culturally appropriate participation for all.

Relationships with other people – C

Students will:

C1 Relationships

Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups.

C2 Identity, sensitivity, and respect

Describe how individuals and groups share characteristics and are also unique.

C3 Interpersonal skills

Express their ideas, needs, wants, and feelings appropriately and listen sensitively to other people and affirm them.

Healthy communities and environments – D

Students will:

D1 Societal attitudes and values

Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments.

D2 Community resources

Identify and use local community resources and explain how these contribute to a healthy community.

D3 Rights, responsibilities, and laws; D4 People and the environment

Contribute to and use simple guidelines and practices that promote physically and socially healthy classrooms, schools, and local environments.

Level 3

Personal health and physical development – A

Students will:

A1 Personal growth and development

Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes.

A2 Regular physical activity

Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of well-being.

A3 Safety management

Identify risks and their causes and describe safe practices to manage these.

A4 Personal identity

Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth.

Movement concepts and motor skills – B

Students will:

B1 Movement skills

Develop more complex movement sequences and strategies in a range of situations.

B2 Positive attitudes

Develop movement skills in challenging situations and describe how these challenges impact on themselves and others.

B3 Science and technology

Participate in and describe how their body responds to regular and vigorous physical activity in a range of environments.

B4 Challenges and social and cultural factors

Participate in cooperative and competitive activities and describe how cooperation and competition can affect people’s behaviour and the quality of the experience.

Relationships with other people – C

Students will:

C1 Relationships

Identify and compare ways of establishing relationships and managing changing relationships.

C2 Identity, sensitivity, and respect

Identify ways in which people discriminate and ways to act responsibly to support themselves and other people.

C3 Interpersonal skills

Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these.

Healthy communities and environments – D

Students will:

D1 Societal attitudes and values

Identify how health care and physical activity practices are influenced by community and environmental factors.

D2 Community resources

Participate in communal events and describe how such events enhance the well-being of the community.

D3 Rights, responsibilities, and laws

Research and describe current health and safety guidelines and practices in their school and take action to enhance their effectiveness.

D4 People and the environment

Plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment.

Level 4

Personal health and physical development – A

Students will:

A1 Personal growth and development

Describe the characteristics of pubertal change and discuss positive adjustment strategies.

A2 Regular physical activity

Demonstrate an increasing sense of responsibility for incorporating regular and enjoyable physical activity into their personal lifestyle to enhance well-being.

A3 Safety management

Access and use information to make and action safe choices in a range of contexts.

A4 Personal identity

Describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth.

Movement concepts and motor skills – B

Students will:

B1 Movement skills

Demonstrate consistency and control of movement in a range of situations.

B2 Positive attitudes

Demonstrate willingness to accept challenges, learn new skills and strategies, and extend their abilities in movement-related activities.

B3 Science and technology

Experience and demonstrate how science, technology, and the environment influence the selection and use of equipment in a variety of settings.

B4 Challenges and social and cultural factors

Participate in and demonstrate an understanding of how social and cultural practices are expressed through movement.

Relationships with other people – C

Students will:

C1 Relationships

Identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses.

C2 Identity, sensitivity, and respect

Recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people.

C3 Interpersonal skills

Describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people.

Healthy communities and environments – D

Students will:

D1 Societal attitudes and values

Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand.

D2 Community resources

Investigate and/or access a range of community resources that support well-being and evaluate the contribution made by each to the well-being of community members.

D3 Rights, responsibilities, and laws; D4 People and the environment

Specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community.

Level 5

Personal health and physical development – A

Students will:

A1 Personal growth and development

Describe physical, social, emotional, and intellectual processes of growth and relate these to features of adolescent development and effective self-management strategies.

A2 Regular physical activity

Experience a range of personally enjoyable physical activities and describe how varying levels of involvement affect well-being and lifestyle balance.

A3 Safety management

Investigate and practise safety procedures and strategies to manage risk situations.

A4 Personal identity

Investigate and describe the ways in which individuals define their own identity and sense of self-worth and how this influences the ways in which they describe other people.

Movement concepts and motor skills – B

Students will:

B1 Movement skills

Acquire and apply complex motor skills by using basic principles of motor learning.

B2 Positive attitudes

Develop skills and responsible attitudes in challenging physical situations.

B3 Science and technology

Investigate and experience ways in which scientific, technological, and environmental knowledge and resources assist in and influence people’s participation in regular physical activity.

B4 Challenges and social and cultural factors

Investigate and experience ways in which people’s physical competence and participation are influenced by social and cultural factors.

Relationships with other people – C

Students will:

C1 Relationships

Identify issues associated with relationships and describe options to achieve positive outcomes.

C2 Identity, sensitivity, and respect

Demonstrate an understanding of how attitudes and values relating to difference influence their own safety and that of other people.

C3 Interpersonal skills

Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings.

Healthy communities and environments – D

Students will:

D1 Societal attitudes and values

Investigate societal influences on the well-being of student communities.

D2 Community resources

Investigate community services that support and promote people’s well-being and take action to promote personal and group involvement.

D3 Rights, responsibilities, and laws

Identify the rights and responsibilities of consumers and use this information to evaluate health and recreational services and products in the community.

D4 People and the environment

Investigate and evaluate aspects of the school environment that affect people’s well-being and take action to enhance these aspects.

Level 6

Personal health and physical development – A

Students will:

A1 Personal growth and development

Investigate and understand reasons for the choices people make that affect their well-being and explore and evaluate options and consequences.

A2 Regular physical activity

Choose and maintain ongoing involvement in appropriate physical activities and examine factors influencing their participation.

A3 Safety management

Demonstrate understanding of responsible behaviours required to ensure that challenges and risks are managed safely in physical and social environments.

A4 Personal identity

Demonstrate an understanding of factors that contribute to personal identity and celebrate individuality and affirm diversity.

Movement concepts and motor skills – B

Students will:

B1 Movement skills

Acquire, apply, and refine specialised motor skills by using the principles of motor skill learning.

B2 Positive attitudes

Demonstrate and examine responsible attitudes in challenging physical situations.

B3 Science and technology

Apply scientific and technological knowledge and resources to enhance physical abilities in a range of environments.

B4 Challenges and social and cultural factors

Demonstrate understanding and affirmation of people’s diverse social and cultural needs and practices when participating in physical activities.

Relationships with other people – C

Students will:

C1 Relationships

Demonstrate an understanding of how individuals and groups affect relationships by influencing people’s behaviour, beliefs, decisions, and sense of self-worth.

C2 Identity, sensitivity, and respect

Plan and evaluate strategies recognising their own and other people’s rights and responsibilities to avoid or minimise risks in social situations.

C3 Interpersonal skills

Plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately.

Healthy communities and environments – D

Students will:

D1 Societal attitudes and values

Analyse societal influences that shape community health goals and physical activity patterns.

D2 Community resources

Advocate for the development of services and facilities to meet identified needs in the school and the community.

D3 Rights, responsibilities, and laws

Compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community.

D4 People and the environment

Investigate the roles and the effectiveness of local, national, and international organisations that promote well-being and environmental care.

Level 7

Personal health and physical development – A

Students will:

A1 Personal growth and development

Assess their health needs and identify strategies to ensure personal well-being across their lifespan.

A2 Regular physical activity

Plan, implement, and evaluate a physical activity programme and examine factors used to justify physical activity as a means of enhancing well-being.

A3 Safety management

Analyse the difference between perceived and residual risks in physical and social environments and develop skills and behaviour for managing responsible action.

A4 Personal identity

Critically evaluate societal attitudes, values, and expectations that affect people’s awareness of their personal identity and sense of self-worth in a range of life situations.

Movement concepts and motor skills – B

Students will:

B1 Movement skills

Appraise specialised motor skills and adapt them to extend physical competence and recreational opportunities.

B2 Positive attitudes

Adapt skills and appraise responsible attitudes in challenging physical situations and unfamiliar environments.

B3 Science and technology

Apply relevant scientific, technological, and environmental knowledge and use appropriate resources to improve performance in a specialised physical activity.

B4 Challenges and social and cultural factors

Appraise, adapt, and use physical activities to ensure that specific social and cultural needs are met.

Relationships with other people – C

Students will:

C1 Relationships

Analyse the nature and benefits of meaningful interpersonal relationships.

C2 Identity, sensitivity, and respect

Analyse the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways in which these shape people’s choices at individual, group, and societal levels.

C3 Interpersonal skills

Evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships.

Healthy communities and environments – D

Students will:

D1 Societal attitudes and values

Analyse ways in which events and social organisations promote healthy communities and evaluate the effects they have.

D2 Community resources

Evaluate school and community initiatives that promote young people’s well-being and develop an action plan to instigate or support these.

D3 Rights, responsibilities, and laws

Evaluate laws, policies, practices, and regulations in terms of their contribution to social justice at school and in the wider community.

D4 People and the environment

Analyse ways in which the environment and the well-being of a community are affected by population pressure and technological processes.

Level 8

Personal health and physical development – A

Students will:

A1 Personal growth and development

Critically evaluate a range of qualitative and quantitative data to devise strategies to meet their current and future needs for well-being.

A2 Regular physical activity

Critically examine commercial products and programmes that promote physical activity and relate this to personal participation in programmes intended to meet their current well-being needs.

A3 Safety management

Critically analyse dilemmas and contemporary ethical issues that influence their own health and safety and that of other people.

A4 Personal identity

Critically analyse the impacts that conceptions of personal, cultural, and national identity have on people’s well-being.

Movement concepts and motor skills – B

Students will:

B1 Movement skills

Devise, apply, and evaluate strategies to improve physical activity performance for themselves and others.

B2 Positive attitudes

Devise, apply, and appraise strategies through which they and other people can participate responsibly in challenging physical situations.

B3 Science and technology

Critically analyse and experience the application of scientific and technological knowledge and resources to physical activity in a range of environments.

B4 Challenges and social and cultural factors

Devise and apply strategies to ensure that social and cultural needs are met in personal and group physical activities.

Relationships with other people – C

Students will:

C1 Relationships

Critically analyse the dynamics of effective relationships in a range of social contexts.

C2 Identity, sensitivity, and respect

Critically analyse attitudes, values, and behaviours that contribute to conflict and identify and describe ways of creating more harmonious relationships.

C3 Interpersonal skills

Analyse and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively as community members in various situations.

Healthy communities and environments – D

Students will:

D1 Societal attitudes and values

Critically analyse societal attitudes and practices and legislation influencing contemporary health and sporting issues, in relation to the need to promote mentally healthy and physically safe communities.

D2 Community resources

Establish and justify priorities for equitable distribution of available health and recreational resources and advocate change where necessary.

D3 Rights, responsibilities, and laws

Demonstrate the use of health promotion strategies by implementing a plan of action to enhance the well-being of the school, community, or environment.

D4 People and the environment

Critically analyse the interrelationships between people, industry, technology, and legislation on aspects of environmental health.

Published on: 02 Apr 2014


Footer: