Health & PE
Health and Physical Education at Rangeview Intermediate
Health
Our students have Health lessons once a week for one term each year. Although this is a separate subject from Physical Education in our timetable they are very much related and we attempt to make connections between the two during lessons.
This year in Health your child is covering a number of topics based around developing positive well-being. We encourage resilience by strengthening their personal identity and sense of self-worth. Students develop problem-solving strategies to aide in positive decision-making during their formative years and beyond. We encourage discussion about positive body image, self-awareness, peer pressure and bullying, which help develop empathy and enhance relationships.
Physical Education
Physical Education may seem quite different to what you envision when thinking back to your own schooling. In the NZ Curriculum, movement concepts and motor skills (the physical skills needed for any given sport) is only one part of a broad spectrum of learning objectives. There is also a strong focus on relationships with others and physical health and development. This means that we are trying to develop not only your childs physical skills and abilities but also their interpersonal skills, effective communication in a range of situations, their understandings around the importance of a healthy lifestyle which includes being physically active. The curriculum is such that our students should leave school with a range of skills and attributes they can transfer into many aspects of their daily lives.
I have attached a chart, which outlines what we are working towards with our students for the next two terms. This will give you an idea of what to expect when we do reports for both Health and Physical Education. As you will notice, where previously only the star athletes may have achieved highly in Physical Education it is possible that all students have the opportunity to do well if they can demonstrate an understanding of the other strands of the curriculum. Likewise, if those students who are very competent with physical skills struggle to demonstrate the other strands they may find their overall results are not as they expected. We discuss this in depth with our students, and are constantly building on their understandings of this.
Physical Education Achievement Rubric
Rangeview Intermediate Term 1 and 2
What I am aiming to be able to do:
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Curriculum Strand
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Level 4
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What Does This Look Like
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Physical Activity Used
· Team Work
· Athletics
· Net/Wall
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I have a good level of game/activity understanding and generally apply skills/strategies in context to the activity.
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- I am able to demonstrate correct technique for the skills required for the game/activity.
- I understand the rules of the game or activity and am able to follow the rules when under pressure.
- I know when a certain skill and/or strategy is needed to achieve success in a game/activity.
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Strand A
Physical Health and Development
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- I understand the importance of regular physical activity to enhance my well-being.
- I use information to make safe choices in activities.
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- I can discuss the importance of regular physical activity and give examples of how it enhances my well-being.
- I understand that I should look to participate in enjoyable physical activity.
- I can discuss the safety requirements for activities and games that I participate in.
- I can make safe choices in a range of physical activity situations.
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Strand B
Movement Concepts and Motor Skills
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- I demonstrate consistency and control of my movements in all activities.
- I am willing to accept new challenges to help extend my abilities in a range of activities.
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- I am able to consistently show control of my body movements when demonstrating a skill.
- I am willing to try my best when I am learning something new and not give up if it is hard to learn.
- I can discuss how accepting new challenges will help me in games and activities.
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Strand C
Relationships with others
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- I recognise how changing situations effect relationships and evaluate what needs to change.
- I can demonstrate assertive communication skills to interact appropriately in activities.
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- When participating in activities I make decisions on how to best support those around me.
- I am able to change the way I interact with people in different situations.
- I know when to lead and when to follow.
- I can communicate effectively with different people in a range of situations.
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Strand D
Healthy Communities and Environments
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Health Achievement Rubric
Rangeview Intermediate 1 Term Unit
What I am aiming to be able to do:
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Curriculum Strand
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Level 4
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What Does This Look Like
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Topics Covered
· Hauora
· Self-Awareness
· Body Image
· Peer Pressure
· Bullying
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I have a good understanding of Hauora and can describe the 4 dimensions.
I can describe and evaluate how my actions effect myself and others
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· I can discuss the four dimensions of Hauora and give examples for each dimension.
· I understand how my words and actions effect those around me.
· I can discuss the importance of self-awareness and good self-esteem.
· I can describe ways to effectively deal with peer pressure and bullying.
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Strand A
Physical Health and Development
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- I can describe how social messages and stereotypes affect feelings of self-worth.
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· I can describe how social media and advertising affects how I feel about myself.
· I can discuss how images and messages affect what people think of themselves and others.
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Strand B
Movement Concepts and Motor Skills
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Strand C
Relationships with others
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- I recognise instances of discrimination and act responsibly to support the rights and feelings of others and myself.
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- I can describe what discrimination is.
- I can discuss how to prevent discrimination and support others.
- I understand that everyone has rights and I can recognise when those rights are being taken away.
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Strand D
Healthy Communities and Environments
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- I investigate a range of community resources that support and contribute to well-being.
- I can specify my responsibilities and take action for the care and safety of my community.
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· I can describe the resources available in my community to help everyone enhance their well-being.
· I can discuss the actions I will take to help care for those in my school or community and ensure everyone feels safe.
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