April 2006 | March 2006 | December 2005 | November 2005 | October 2005 | September 2005 | August 2005 | July 2005 | June 2005 | May 2005 | April 2005 | March 2005
It is proposed that the draft curriculum will be published mid 2006 and distributed to all schools. Following this, the project will enter a consultation phase in which the Ministry of Education will be seeking feedback until late 2006.
There are likely to be few changes to this learning area. The most recent statement, based on current international research and feedback, reinforces and supports the intent of the 1999 curriculum statement.
A great deal of feedback supports the proposed change to re-title the learning area 'Health and Physical Education'.
Hauora – discussions indicate the importance of ensuring that hauora is used as the name of a concept. There is considerable demand for material to build teachers' understandings about hauora.
Changes to the achievement objectives are relatively minor, with a reduction in number at the lower levels of Strand B and a review of achievement objectives related to A2 (regular physical activity).
The examples of contexts have been removed from the achievement objectives, as this detail is not appropriate in a policy statement. These italicised lists will not be lost, and will be reviewed following the consultation phase and appear in second-tier support material.
The home economics discipline is now fully aligned with this learning area.
Many teachers of home economics are also teachers of Technology.
A group of writers are meeting with advisers to examine the draft material and develop a shared understanding of the shifts.
Since the inception of the project in May 2003, educators have participated in redeveloping the health and physical education curriculum.
In addition to receiving and considering feedback from educators in the health education, physical education and home economics communities, the writing group has met with several agency representatives. Their comments affirm the direction of the curriculum and they look forward to providing feedback on future draft material.
It is proposed the draft curriculum will be published mid 2006 and distributed to all schools. Following this, the project will enter a consultation phase in which the Ministry of Education will be seeking feedback until late this year.
Culpan, I. (November 2005).
Physical education: What is it all about? The muddled puzzle (Word, 307 KB)
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Gatman, V. (December 2005).
Physical activity and physical education within health and physical education in the New Zealand curriculum: A primary school teacher's perspective (Word, 191 KB)
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The writing team has prepared recent drafts of the health and physical education essence statement and achievement objectives. The achievement objectives have been organised in two formats – by levels and by strands.
The essence statement has been through an editing process and the writing group has made some changes based on this feedback. The editing process continues as the material is prepared for publication.
The emerging curriculum is currently undergoing various audits. Some of these audits are to ensure that the following future-focused themes are apparent:
Other audits are concentrating on diversity, Māori in the mainstream, ESOL (English for speakers of other languages), financial literacy, and special education.
A draft curriculum will be published in 2006 for feedback and trialling.
A paper by David Stuart examines
Educator responses to food-related school business relationships from a socio-ecological and health promotion perspective (Word, 162 KB)
.
In addition to receiving and considering feedback from educators in the health education, physical education, and home economics communities, the writing group has met with several agency representatives. Comments from these groups affirm the direction of the curriculum, and they will provide feedback on future draft material.
The emerging curriculum is currently undergoing various audits. Some of these audits are to ensure that the following future-focused themes are apparent:
Other audits are concentrating on diversity, Māori in the mainstream, ESOL (English for speakers of other languages), financial literacy, and special education.
A draft curriculum will be published in 2006 for feedback and trialling.
The writing team met on 27 October 2005 to consider the questions and comments arising from the audits.
The papers developed through the NZ Curriculum Marautanga Project are proving valuable to the Ministry of Education, teacher educators, and teachers.
Papers that will be available soon include:
New versions of the essence statement and achievement objectives are available (see above).
In addition to receiving and considering feedback from educators in the health education, physical education, and home economics communities, the writing group has met with several agency representatives. Comments from these groups affirm the direction of the curriculum, and they look forward to providing feedback on future draft material.
The emerging curriculum is currently undergoing various audits to identify cross-disciplinary connections, and to ensure that the following future-focused themes are apparent:
The writing team will consider the questions and comments arising from the audits in October.
The papers developed through the NZ Curriculum Marautanga Project are proving valuable to the Ministry of Education, teacher educators, and teachers.
Papers that will be available soon include:
We have been pleased to have received feedback relating to the achievement objectives at levels 6–8. While we welcome comment on all working documents, until now there has been little to guide us at the higher curriculum levels.
Hui with primary teachers in May, curriculum experts in June, and a further conference workshop added to the feedback that the writers considered at their end-of-July meeting.
At the end of July we met with agencies who have particular interest in this learning area to discuss progress.
Health and Physical Education Essence Statement, March 2005 (Word, 39 KB)
We have been pleased to have feedback related to the achievement objectives at levels 6–8. While we welcome comment on all working documents, until now there has been little to guide us at the higher curriculum levels.
Hui with primary teachers in May, curriculum experts in June, and a further conference workshop have added to the feedback that the writers will consider at their end-of-July meeting.
On 29 July, we will be meeting with agencies who have particular interest in this learning area to discuss progress.
Lisette Burrows's recently completed paper relates the
Proposed key competencies and health and physical education in the New Zealand curriculum (Word, 154 KB)
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We look forward to papers by Ian Culpan, Vanessa Gatman and Gillian Tasker being available later on.
There is general support for the most recent working papers. Lisette Burrows and Gillian Tasker have provided valuable input into the development of the key competencies. Lisette's paper (related to the key competencies) and a paper about physical activity and physical education are currently being finalised.
Valuable hui with primary teachers and health educators have provided us with further feedback. PENZ Conference attendees will be able to provide feedback in early July. Feedback requested through email from agencies and others is currently being collated.
The writing team meets 22 and 23 June 2005. The Curriculum Experts meet on 24 June 2005. A hui with agencies will take place later in July.
Vanessa Gatman is providing her perspective of physical education for physical activity and the learning area health and physical well-being.
Gillian Tasker is writing a paper that examines health education learning outcomes and their relationship with 'new knowledge' and the proposed key competencies.
"The Role of Physical Education in the Promotion of Youth Physical Activity"
This paper by Wallhead and Buckworth, in Quest, 2004, 56, pp 285–301, is particularly useful reading in light of current discussions about physical activity.
A new site has been developed, Curriculum Marautanga Project Online – Health and physical well-being, to provide information and a feedback facility for the health and physical education community.
Draft essence statement (version March 2005) agreed to by professional associations, although they appreciate the editing process will continue.
First cut of refined achievement objectives widely distributed to education and community groups.
Due to the breadth of the learning area, many teachers and educators look for guidance to the examples that follow the achievement objectives in the current curriculum document. These will need to be updated very soon after the draft of the revised curriculum if they cannot be included in the main document.
Generally the community is confident about key competencies and values although some in the physical education community would like 'movement' to be included.
Workshop held with practising primary teachers 9 May 2005. This included NZEI, Māori, and teachers who are of Pasifika and Asian cultures.
Writers (from professional associations) and expert educators group (including union personnel) will meet in June 2005.
There are plans to engage students in process later in the year.
A group of professional association representatives has been working on the essence statement and achievement objectives this year, guided by feedback received from online discussions, emails, and Curriculum Marautanga Project reference group.
Here are some trends that are emerging:
The March 2005 drafts of the essence statement and achievement objectives have been sent to agencies that have expressed particular interest in this learning area. These drafts will also be submitted to the Curriculum Marautanga Project reference group for further critique.
Further opportunities to engage in professional discussions around the draft material will be signalled online. These are likely to be held regionally.
There are plans to contract writers to critique the curriculum in relation to:
Rethinking the self and the social in the ‘knowledge age’: Learning opportunities provided by health and physical education in the New Zealand curriculum (Word, 88 KB)
Rosemary Hipkin's paper on how the health and physical well-being learning area contributes to the new ideas of the 'knowledge age'.
The government's key education goals are to build an education system that equips New Zealanders with twenty-first century skills, and reduce systematic underachievement in education. For New Zealanders to be thus equipped, schools require a curriculum framework that guides the development of appropriate skills.
Making sense of health promotion in context of health and physical education curriculum learning (Word, 177 KB)
Promoting health is something our schools can do through both formal and informal processes. This paper by Jenny Robertson examines how the health and physical education curriculum can contribute to the overall health, well-being and general ethos and culture of the school.
Several opportunities have allowed educators to provide feedback to the following key questions that are guiding the development of the essence statement:
Refer to the document Making a Bigger Difference for all Students: A Schooling Strategy Discussion Document. Ministry of Education, July 2005
Professional association representatives met to draw together the common threads from the ideas collated from the regional hui.
Regional hui promoted by regional professional association representatives.
Representatives of four professional associations, NZHTA, PENZ, HETTANZ, and EONZ, planned a series of nine regional hui. The purpose of the hui was to initiate discussion amongst educators about the learning area. The three questions they considered were:
Writers of the 1999 curriculum statement met to share their impressions of progress in the learning area and to reflect on the statement.
Nine educators (from the primary, secondary, and tertiary sectors) representing interests of health education, physical education, and home economics, met to discuss their impressions of the curriculum statement and contribute suggestions of how to engage other educators in discussion.
Published on: 13 Sep 2007
