Health & Physical Education

Aim:

"To focus on the well-being of students themselves, of other people, and of society."

The five cornerstones to the delivery of our Health and Physical Education programme are:- Physical Well Being covering physical skill development, movement and motor skills; Health covering mental health, healthy lifestyles and relationships; Health Promoting Schools covering initiatives such as Fruit in Schools, vegetable gardens, school lunches and community involvement, Fair Play covering sport and team games, E.O.T.C  covering day trips and camps.

Implementation:  Health

Health education is tailored to meet the needs of Carlton School students in relation to the community in which they live and interact. Aims and objectives are selected from the New Zealand curriculum that will best meet the needs of individuals and their families.

Specific modules covering health related topics are supported by external providers

1.       Keeping Ourselves Safe (NZ Police)

2.       Health and Nutrition (Life Education)

3.       Drug and alcohol education (DARE NZ Police)

4.       Sexuality (Public Health Nurse)

5.       Dental health (Dental therapist)

6.       Cycle Safety (NZ Police)

7.       Rail Safety (NZ Rail)

8.       Sunsmart (Cancer Society/Public Health Nurse)

9.       Water Safety – Beaches (Surf NZ)

Other aspects of health education, (In particular emotional health, self esteem, personal relationships, community relationships, and identity), are met through the context of rich concepts in inquiry.

Implementation: Physical Education

Daily physical activity for all students is vital to their overall well-being and physical development, as well as supporting their learning by breaking sustained periods of ‘seat work’.

The Physical Education Overview details the skills focus for each term along with sporting events which are regular features of the school calendar.

Physical skills are separated into: Aquatics, Body Management, Locomotor and Manipulative, and Fitness. Each area is planned on the appropriate term plan sheet. This plan outlines the learning intentions and success criteria that foster success for every student.

Teachers are encouraged to make use of the school environment (adventure playgrounds, trees), the local environment (Sporting facilities, parks and reserves), and the wider environment (e.g.Raukawa, Green Pastures, Forest Lakes) to provide students with physical challenges that test their skills, and develop their tenacity and initiative.

Assessment

• The overriding purpose of health education is to make living a healthy lifestyle a life-long habit, so teachers are only assessing current knowledge and practice.
• Knowledge of safe practices in Health, and safety measures in physical education, can be assessed by task performance, work sample and teacher observation.
• Student self and peer assessment is vital to the learning and teaching process. Physical skills are one area where students are able to clearly see a progression of skill difficulty and what is required to achieve success at a particular task or level. Tools such as self-checking rubrics in aquatic, gymnastic, locomotor and manipulative skills are effective in supporting on-going learning.
• Records of assessments are used to:- inform future learning, provide evidence for reporting, support programme change, and inform resourcing.