Health and physical education

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.

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.

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.

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.

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.

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.

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.

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.