Health and physical education
Achievement objectives
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.
Published on: 02 Apr 2014
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