We would like to seek feedback from our school community on our Health and Physical Education curriculum.

Please have a look at the documents attached - the overall Health Education Delivery Statement and an overview of what our Health and Physical Education curriculum covers.

Please use the Google link below to give us your feedback

https://bit.ly/HealthandPhysicalED

What must be included?

What could be included?

What is important to you and your child?

Thank you

Angela Lowe and

Newlands Intermediate Board

Health Education Delivery Statement

Health Education at Newlands Intermediate School will be delivered in alignment with the New Zealand Curriculum (2007).

The Health and Physical Education learning area is underpinned by four key concepts that consider overall well-being, interactions between people and society, the need for healthy communities and health-enhancing attitudes and values.

Newlands Intermediate School teachers will use a range of teaching approaches and learning contexts to develop learners’ understanding of these concepts of Health Education and aim to equip learners with the skills needed to enable them to make health-enhancing life choices.

Units of learning will be regularly reviewed to ensure that our Health Education programme is meeting the learning needs of our students, and the aspirations of our community and reflects best practices in Health Education.

Health and Physical Education at our school

Educating intermediate students in the health curriculum is markedly different from the approach in primary school.

The health curriculum for our level of schooling states that students will –

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

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

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

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

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

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

• Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in our communities.

The key to engaging with our students in all and any of these achievement objectives is using authentic learning contexts.

As we move forward in these times of a refreshed curriculum, we must look at our health curriculum in terms of Understand, Know and Do.

Understand – Te Whare Tapa Wha – we understand the big ideas that lie embedded in our health learning – physical health and wellbeing, spiritual wellbeing, our emotional and social selves, being part of a collective – a whanau – caring for others and learning together.

Know – the contexts for learning in our place – for example - We use our Foods programme to talk about good decisions about nutrition. Our sport/fitness programmes talk about active bodies and growth and development. Social sciences can include historical perspectives on health and well-being attitudes, gender and values. Life Education programme engages our students on the issues of harmful substances, addiction, peer pressure, and making good choices.

Do – What skills are we fostering? making decisions, taking collective and individual action, acknowledging diversity, and being role models.